Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
E-Learning
ERP Package
Compiled by Research Division, Mewar University
Contents
COPYRIGHT AND LICENCE
Copyright licence
Adding a course
Course settings
Deleting a course
15
FILE RESOURCE
40
Adding a file
40
Longer method
41
44
FOLDER RESOURCE
45
45
47
16
FILE PICKER
48
Blocks
18
Sticky blocks
25
48
Block permissions
26
49
27
28
PAGE RESOURCE
50
50
51
30
31
51
Special features
32
52
LABEL RESOURCE
34
Adding a label
34
35
36
37
38
39
BOOK RESOURCE
Adding a book
URL RESOURCE
Adding a URL resource to your course
54
54
57
57
ASSIGNMENT ACTIVITY
61
111
Adding an Assignment
61
Question Behaviours
111
Configuration options
61
Question types
111
CHAT ACTIVITY
76
QUIZ ACTIVITY
122
76
Quiz administration
122
Using Chat
77
Building a Quiz
130
Quiz Reports
135
140
Course settings
141
145
Using SCORM
146
CHOICE ACTIVITY
80
80
FORUM ACTIVITY
85
85
Forum views
91
GLOSSARY ACTIVITY
100
Adding a Glossary
100
Using a Glossary
103
106
QUESTION BANK
QUESTIONS
150
Adding a wiki
150
Using a wiki
151
Conditional activities
107
Select a Category
107
107
108
110
Key:
WIKI ACTIVITY
Teacher view
Student view
Admin setting
Tip
154
156
156
156
157
157
158
Key:
Teacher view
Student view
Admin setting
Tip
Copyright
and licence
COPYRIGHT LICENCE FOR E-LEARNINING SOFTWARE
The overall software package is Copyright 2016 onwards, Mewar University and various other open source
developers from the global community with portions contributed/ copyrighted by many others (see the Developer
credits and the source code itself) and all of it is provided
under the terms of the GPL. This program is a PHP software; you can redistribute it and/or modify it under the
terms of the GNU General Public License.
.
Creating a
new course
ADDING A COURSE
By default a regular teacher cannot add a new course. To add a new course to ELearnining Software you need to have either an Administrator, Manager or Course
Creator role.
Adding a course
Go
to
Administration>Site
Administration>Courses>Add/edit
courses Choose the category where you want your course to be.
Enter the course settings and click the Save changes button.
Key:
Teacher view
Student view
Admin setting
Tip
COURSE SETTINGS
General
Course category
The site administrator may have created course categories to help teachers and students
find their courses easily. Course categories may be reflected in the Navigation block.
This setting will have an effect on the display of logs. This will be the earliest possible date the
log activity will display. The setting will not affect courses using the social or topics formats.
Tip: If your institution runs on a weekly schedule, you may want to consider setting
the start date for courses on the first day of the week, like a Monday.
Tip: In general, if your course does not have a real starting date then set the date to
yesterday and use the availability setting to reveal the course to students.
Tip: See self-enrolment course settings to prevent students from entering the course before a certain
date/ time.
Visible
Here you can hide your course completely. It will not appear on any course listings, except for
managers, course creators, teachers and any other users with the view hidden courses capability.
Even if students try to access the course URL directly, they will not be allowed to enter.
ID number
The ID number is an alphanumeric field which can be used to match this course against an external systems ID, as your
course catalogue ID or can be used in the certificate module as a printed field. If it is not needed, leave the field blank.
Description
Course summary
The summary appears on the course listings page. This field is searched when
searching for a course and also appears in the Course/Site description block.
Key:
Teacher view
Student view
Admin setting
Tip
Note: If summary files are not allowed by the administrator, then no upload box will appear.
Course format
Weekly format
The course is organized week by week, with a clear start date and a finish date. E-Learnining Software will create
a section for each week of your course. You can add content, forums, quizzes, and so on in the section for each
week.
Tip: If you want all your students to work on the same materials at the
same time, this would be a good format to choose.
Tip: Make sure your course start date is correct. If it is not, the weeks will have the wrong date on them.
This is especially important if you are restoring a course to use with a new intake of students.
Topics format
The course is organised into topic sections that a teacher can give titles to. Each topic section
consists of activities, resources and labels. Tip: This is great to use if your course is objective
based and each objective may take different amounts of time to complete. An example of this
would be scaffolding where the students are building upon the knowledge from earlier topics.
Social format
This format is oriented around one main forum, the social forum, which appears listed on the
main page. It is useful for situations that are more free form. They may not even be courses.
The social forum can be edited by opening the forum and clicking Edit settings in Administration>
Forum administration. The forum introduction is displayed at the top of the course page.
SCORM format
The SCORM format only has 1 section, and allows teachers to insert a pre-built SCORM package.
E-Learnining Software can use SCORM packages as a content type (see SCORM module), or as a
course format.
Note: If you have a large SCORM object you want to use as an entire course, then you can select this course
format and students will only be able to interact with the SCORM object, not the rest of the E-Learnining
Software tools.
10
Key:
Teacher view
Student view
Admin setting
Tip
Number of sections
This setting is only used by the weekly and topics course formats. In the weekly format, the
number of sections represents the number of weeks that the course will run for, starting from the
course starting date. In the topics format, it specifies the number of topics in the course. Both of
these translate to the number of boxes down the middle of the course page.
If the number of sections (weeks or topics) is changed for an existing course so that the number is
less than the number of course sections containing activities (for example the course contains
activities in 3 sections and the number or weeks/topics is set to 2) then when editing is turned on
section(s) at the bottom of the course page will be shown with the title Orphaned activities.
The number of sections (weeks or topics) may be set to 0, so that only the top general
section is displayed on the course page and there are no numbered sections.
Hidden sections
This option allows you to decide how the hidden sections in your course are displayed to students. By default,
a small area is shown (in collapsed form, usually grey) to indicate where the hidden section is, though they still
cannot actually see the hidden activities and texts. This is particularly useful in the Weekly format, so that nonclass weeks are clear, or if you have quizzes you dont want your students to see.
Tip: If you choose, these non-available items can be completely hidden, so that
students do not even know that sections or an activity in the course are hidden.
Course layout
The Course layout setting determines whether the whole course is displayed on one page or split over several pages.
The setting applies to the topics and weekly course formats and the contributed collapsed topics course format only.
Teachers choose from the dropdown whether they wish to show all sections
on one page in the familiar scrolling format, or show one section per page.
11
Tips:
The course home page shows just the section names and any text in
the section description, with the names being clickable.
If
editing is ON, on the Main course page, then you will see all the content in all the sections.
There
is a link at the bottom Return to Main course page on each single section page.
Appearance
Force theme
If the site administrator has allowed the teacher to set a course theme, this pull down menu will appear with a list of
themes on the site. Teachers can use this to choose a different look for the course from the rest of the E-Learnining
Software site.
Force language
If you force a language in a course, the interface of E-Learnining Software in this course will be in the
forced language, even if a student has selected a different preferred language in his/her personal
profile.
Tip: If a teacher is not interested in using grades in a course, or just wants to hide grades from students, then
they can disable the display of grades with this option. This does not prevent the teacher using or setting
grades for an individual activities, it just disables the results from being displayed to students. If grades
are used and this link is disabled, students can still see their grade from the actual activity
itself, such as an assignment.
12
Key:
Teacher view
Student view
Admin setting
Tip
Teachers always have access to these reports via a link in the navigation block.
Tip: Your site administrator may ask you to turn this feature off. Showing activity reports can place a load
on the server, slowing it down at times. For large or long classes it may be more efficient to keep it off.
Completion tracking
The administrator must enable completion tracking for the site (Site administration > Advanced
features > Completion tracking) before it becomes selectable by a teacher for a course.
If Completion tracking has been enabled, the teacher will see the Activity
completion group in their course settings. However, it is possible to track
activity completion without using the Course completion feature. It is also
possible to use this feature with the Conditional activities
Guest access
Teachers may decide to allow guest users to access a course, including those who
have logged in as guest on the site log-in page. You can choose if they need
a password to enter the course or if they may enter without a password. This is a
course-level password, not a password to gain access to the E-Learnining
Software site.
Guests in a course ALWAYS have read-only access: they cannot leave any forum posts, take
quizzes or otherwise mess up the course for real students. No user information is stored for a guest.
Tip: Guest access can be handy when you want to let a colleague in to look around at your work, or
to let students see a course before they have decided to enrol.
13
Tip: You can choose between guest access with or without a password. If you choose guest
access with a password, then the guest will need to provide the password EVERY TIME they log
into the course (unlike course students). This lets you restrict your guests. If you choose to allow
access to guests without a password, then anyone can get straight into your course.
Groups
Group mode
Define the group mode at the course level by a pull down menu. The
choices are No groups, Separate groups or Visible groups. The
selected setting will be the default group mode for all activities defined
within that course. The group setting can affect what users see in the
Participants list and who they can interact with in activities.
Tip: The force setting is useful when the teacher wants to set up a
course and not have to change each activitys group settings.
Default grouping
If groupings are enabled, a default grouping for course activities and resources may be set.
Tip: You may leave it set to No groups at the course level and set specific activities use groups. In this case
the Force group mode setting should be set to No. For example, the teacher can use a group setting to
completely separate cohorts of students such that each group is unaware of the other in the course.
Role renaming
You can rename the roles used in your course. For example, you may wish to rename
the Teacher role as Facilitator or Tutor. These new role names will appear within the
course; for example on pages showing participants and overridden permissions.
To include new role names in a course backup, users should be included in the backup.
14
Key:
Teacher view
Student view
Admin setting
Tip
DELETING A COURSE
Only administrators and managers can delete courses. A Course creator can delete
courses they have created themselves. A regular teacher cant delete a course.
Click the courses category (to drill down the category tree) and find the course you wish
to delete. Or use the Search course textbox at the bottom of the category list.
Click the X icon to the right of the courses name to delete it.
15
Course page
and blocks
Parts of a course homepage
Our example is of a weekly format course homepage that is the standard default for a new install on a site. There are
many course options that determine a courses appearance and make it look very different from our examples. The
example course has a header and footer (the content of which is largely determined by a theme) and 3 columns.
Using the above image, here are the parts of a typical course homepage. It is possible to move and hide parts of
the page and different themes display blocks in different regions, so not all courses will look like this.
16
Left column
Centre sections
Right column
2 Navigation bar
9 Login information
3 Navigation block
4 Administration block
6 Switch roll to
7 Profile settings
8 Site administration
Key:
Teacher view
Student view
Admin setting
Tip
Course sections
Course sections are displayed in the centre of the course page.
Before this can be used the site administrator needs to enable Conditional
activities (Settings > Site administration > Advanced features).
The Restrict access section is then available for teachers and access to the
section (including all activities and resources within it) may be restricted.
17
Navigation bar
The navigation bar is the row of links you will find at the top, starting at the left of your ELearnining Software site. It shows a user their current context path, with links to the
higher contexts.
The navigation bar is sometimes referred to as breadcrumbs. This term can be confusing, since the
navigation bar does not always reflect the path followed by the user to reach the current page.
In this example of a Navigation bar, the user is in the Pass your driving test activity in
Social forum, in the Driving course, of the Miscellaneous course category in Courses.
BLOCKS
Blocks are items which may be added to the left or right or centre column of any page in
E-Learnining Software. They may also be added to the centre of the My Home (My ELearnining Software) page. There are 39 standard blocks available in a standard ELearnining Software 2.5 installation. Your site may have added contributed blocks and or
your site administrator may have disabled specific blocks.
Note: The ability to add a particular block to a page is allowed for the default role of teacher.
Blocks can be placed on the side of the screen (if your theme supports it) by using the Dock icon
Blocks can be hidden (from students and non-editing teachers) by clicking the hide icon
Default blocks
When a new course is set up, ELearnining Software generates the
following default blocks
18
Key:
Teacher view
Student view
Admin setting
Tip
Navigation block
The navigation block appears on every page of the site. It contains an expanding
tree menu which includes My Home, Site Pages, My Profile, and Courses. What
appears in the navigation block depends on the role of the user, where they
are in the E-Learnining Software site, and any settings that have been
applied globally.
The navigation block has links which can be expanded or collapsed.
When logged in, a regular user will see the following as default:
My home
This takes the user directly to their personal dashboard, My home.
Site pages
My profile
19
My courses
This takes the user to their My Home page where they see the courses they are enrolled in.
An administrator sees this link as Courses, which expands to the course categories.
Current course
When user is in a course, this link expands to show each section of the
current course and any activities/resources which are in that section.
My courses
When a non-admin user clicks this link in a course, it takes them to their
My home page where they will see other courses they are enrolled in.
Courses
Courses block
20
Key:
Teacher view
Student view
Admin setting
Tip
The courses block has some settings which may be changed by an administrator
in Settings > Site administration > Plugins > Blocks > Course list.
Administration block
The Administration block provides context-sensitive links to settings pages.
What appears in the Administration block depends upon the Context (Page being shown and users permissions). For
example, a site administrator on the front page will have Front page settings while a teacher in a course will have
more options in Course administration than a student. Here are examples of the Administration block:
Admin view from Front page (collapsed) Teacher view in a course (expanded)
21
Calendar block
The Calendar block displays the following events:
Site (event viewable in all courses - created by admin users)
22
Key:
Teacher view
Student view
Admin setting
Tip
Enabling the Recent Activity Block will show participants updates since they last accessed the course.
Without this block, (unless you go out of your way to notify them) students and
colleagues are prone to miss the changes you make e.g. modifications or
additions, because they dont have an exact memory of that course as they last
left it and because they have no way of knowing when to look for a change.
The advanced search button or link has more filter options. These include selecting all or a
specific: participant, activity, since date. It also allows the list to be sorted in course order,
oldest to recent or recent to oldest date. There is a link to return to the Normal search screen.
23
The setting assignment_showrecentsubmissions in Settings > Site administration > Plugins > Activity modules >
Assignment determines whether students can see other students recent assignment submissions or not. Teachers
can always see all recent submissions and students can always see their own recent submissions.
To move a block
Drag and drop
Ensure editing is turned on then click onto the
block title until the crosshair icon appears
While keeping the block selected, drag it to
where you want to position it and let go.
Alternative method
Click on the up/down arrow
Click on the place holder (a zone with a dashed
border) where you want the block to appear.
Block configuration
After adding a block, click the edit icon in the block header to configure it.
Block settings
24
Key:
Teacher view
Student view
Admin setting
Tip
Original block location: provides information about where the block was initially created.
Display on page types: allows the user to set the context that the block can appear in. These options will
vary depending upon the permissions of the user. For example a site administrator might see a setting that
will allow the block to appear on Any page, or any type of course main page, while a teacher may only see
the option to place it on every page in the course.
Default region: Usually a right column or left column option
Default weight: Where in the column do you want it to appear if there are other blocks in that column. -10 will
put it at the top, 10 will put it at the bottom. A zero is neutral.
On this page
Visible - Yes or No.
Region - Here you can override the column
preference on this page.
Weight - Here you can override the default setting on this page.
STICKY BLOCKS
The term sticky block was used in older versions of E-Learnining Software to mean blocks which the
admin added either site-wide or to the My home page and which could not be deleted by regular
users. Although the term is no longer used, it is still possible to make blocks sticky and in a wider
variety of locations.
As an administrator,
25
turn on the editing on the front page and add the block you wish to make sticky.
For Where this block appears > Page contexts, choose Display throughout the entire site.
Decide other settings according to your preference and save.
The block will now appear on all pages of your site.
BLOCK PERMISSIONS
To change role permissions for a block
Click the Assign roles icon (a face and mask) in the header of the block
26
Key:
Teacher view
Student view
Admin setting
Tip
To add a SCORM package, simply drag and drop it onto the course section where youd like it to appear,
answer Add a SCORM package to the popup dialogue, then click the upload button
27
Note: For more detailed information, see the section on Conditional activities and Restricting access
Note:
Use the pencil icon to rename your item directly on the course page without entering the settings
for that item.
The edit icon allows you to change the wording or settings of the item.
The duplicate icon allows you to copy an activity or resource within your course
The open-eye icon means an item is visible to students. It will close when you click on it
The strike-through eye icon means an item is hidden from students. It will open when you click on it
The right arrow icon is used to indent course elements (there is also a left icon)
The move icon allows you to move items or sections by dragging and dropping.
28
Key:
Teacher view
Student view
Admin setting
Tip
The up/down arrows allow you to move course sections up or down and appear if you do not
have Ajax enabled.
The delete icon will permanently delete something from the course
The groups icon allows you to change between no groups or separate/visible groups
The roles icon allows you to assign roles locally in the item.
Tip:
Activity and
resource
The highlight icon only applies to course sections. It allows you to highlight a section as current.
descriptions
can
be displayed
on
the course
page just
below the link to the activity or resource by clicking the Display description on course page checkbox in the activity
or resource settings.
29
Collapsed editor
Since E-Learnining Software 2.5, the text editor appears collapsed with no formatting in many
places to save space. To access the full editor, click Show editing tools as in (1) in the
screenshot below. You can use keyboard shortcuts for quick formatting as in (2) in the
screenshot below.
To increase the size of the editor, drag the bottom right once you have
clicked Show editing tools as in (3) in the screenshot below.
30
Key:
Teacher view
Student view
Admin setting
Tip
List of groups
For those who are not familiar with the tool bar, here are the functions listed by group using the
above example. Remember that the site administrator can edit or provide additional toolbars.
Row 1
- Font, size and heading group
- Undo and Redo group
- Find and Replace group
- Full screen toggle
Row 2
- Text effect group
- Line format group
- Formatting group
- Color group
- Paragraph group
Row 3
- Number and Bullets and indents
- Link group
- Insert group
- HTML source toggle and spellchecker (IE 9/8 only)
31
SPECIAL FEATURES
32
1
2
3
4
Key:
Teacher view
Student view
Admin setting
Tip
Insert Table
General tab
Advanced tab
33
Label
resource
A label serves as a spacer on a E-Learnining Software course page. It can be used to add text,
images, multimedia or code in between other resources in the different sections. It is a very versatile
resource and
ADDING A LABEL
With the editing turned on to a course by choosing Label from the Add an activity or
resource link (or, if not present, the Add a resource drop down menu) in the section where
you want to add your menu. Click Expand all top right to see all the settings expanded.
General
Collapsed view of the editor
Click to display
editing tools; drag
bottom right corner
to enlarge the editor
34
Key:
Teacher view
Student view
Admin setting
Tip
Note: Because the label has the TinyMCE text editor, it is possible not just to type
words but also to add images, links, media or code from within the labels editor.
Note:
this does not work with IE 9, Safari 6 or below or earlier versions of Firefox.
35
Conventional method
Follow the instructions for adding a label.
Click Find or upload an image. Choose and upload your image using the filepicker.
Leave Common module settings at show if you wish the label to be visible
Click Save and return to course
Conventional method
As the label uses the Text editor it is straightforward to enter text and other required symbols
and equations. It is however possible also to drag and drop text directly into a label.
Note:
this does not work with IE, Safari 6 or below and is unreliable with Firefox.
Drag and drop upload of text/links must be enabled in Administration > Site
administration > Development > Experimental > Experimental settings
36
Key:
Teacher view
Student view
Admin setting
Tip
Conventional method
As the label uses the Text editor it is straightforward to click the link icon and enter
your linked URL. It is however possible also to drag and drop links directly into a label.
Note:
this does not work with IE, Safari 6 or below and is unreliable with Firefox
Drag and drop upload of text/links must be enabled in Administration > Site
administration > Development > Experimental > Experimental settings
Open up a new window with the URL you wish to link to. Select the link in the browser
bar. With the editing turned on, drag the URL over to the section you want it to appear.
37
From the box that appears, name the link and then click upload.
Note: You can search YouTube for a video to embed if your admin has enabled the YouTube repository.
Leave Common module settings at show if you wish the label to be visible.
Click Save and return to course
]
38
Key:
Teacher view
Student view
Admin setting
Tip
39
File resource
When you wish to share with your students a simple file such as a Word-processed
document or slideshow (e.g. created in MS Word, PowerPoint, or Open Office) you use the
file resource type. It allows you to upload and display a variety of resources on your course.
ADDING A FILE
Quick method
Note:
Click the Turn editing on button at the top right of the course page
40
Key:
Teacher view
Student view
Admin setting
Tip
LONGER METHOD
Click the Turn editing on button at the top right of the course page. Click Add an activity or resource link, then in
the activity chooser, select file then click the Add button (or select file from the Add a resource dropdown menu).
All settings may expanded by clicking the Expand all link top right. Select your options as below:
General
Name
Whatever you type here will form the link
learners click. So it is helpful to give it a
name that suggests its purpose.
Description
Add a description of your file here if desired.
Click Show editing tools to display the rich
text editor, and drag the bottom
Content
Either drag and drop your file onto the
arrow if you are using an appropriate
browser, or click on Add and use the
File picker to upload your file.
Appearance
Display
Automatic - Make the best guess at what should happen (probably
what is wanted 99% of the time).
Embed - Show the E-Learnining Software page with heading, blocks and
footer. Show the title/ description of the item and display the file directly in the
page as well (good for images, flash animations, videos?, PDFs).
Force download - user clicks on the file, then the web browser pops up
with the where do you want to save this file box.
Open - No E-Learnining Software heading, blocks, footer or description - just
show the file in the web browser (e.g. shows image, PDF, flash animation,
taking up the whole browser window)
In pop-up - Same as Open, but opens a new browser window to show this
file (without the E-Learnining Software heading, blocks, etc) - this browser
window also does not have all the menus and address bar in it.
Compiled by Research Division Mewar University
41
The following additional options are only there if you enable them via
Site administration > Plugins > Activity modules > File:
In frame - show the E-Learnining Software heading and the file description, with the file displayed in
a resizable area below (images, PDF, flash, etc. supported).
New window - very much like in pop-up, but the new window is a full browser window, with menus and
address bar, etc.
All of the above is true of items that can be displayed inside the browser directly (e.g. images, text files,
PDFs (with plugin)). If the file cannot be displayed within the browser (e.g. word documents, without a
suitable plugin, or other files that need to be loaded by an external program), then the pop-ups or frames,
etc. will be created, but then the browser will take over and ask if you want to save the file.
To summarise:
Do you want E-Learnining Software to sort it all out for you? - Automatic
Do you want to force the user to save the file (or open it in a program on their desktop)? - Force download
Do you want to show the file as part of the E-Learnining Software page (images, PDFs, videos)? - Embed
Do you want to show the file in the browser, but without the E-Learnining Software page decorations
(images, PDFs, videos)? - Open
Do you want that, but in a new window? - In Pop-up (or possibly New window)
Do you want to use a horrible bit of non-strict HTML that should never be allowed in polite company? - In frame
Show size/type
To show the file size and/or type on the course page and also
on the resource page, simply tick the appropriate checkboxes.
Pop-up width/height
(This setting is visible when Show more is clicked.) If your file is
to be displayed in a pop-up, specify the width and height here.
42
Key:
Teacher view
Student view
Admin setting
Tip
Clicking the editing icon (hand with a pen) then click on the zip file and unzip it
Click on the index.html file or the file you want to start displaying your linked files from then in
the popup dialogue click the button Set main file. This ensures this file is the one that appears
on the course page for students to click on. The main file is then indicated with a title in bold.
Click the button Save and display at the bottom of the page.
43
The file module has additional settings which may be changed by an administrator
in Settings > Site administration > Plugins > Activity modules > File.
Frame height
Here you can specify the height of the top frame (containing the navigation) if you choose the
in frame display option. Note: If your theme has a large header then the resource_
framesize variable should be increased to prevent horizontal and vertical scrollbars.
44
Key:
Teacher view
Student view
Admin setting
Tip
Folder
resource
A folder allows a teacher to display several course resources together. The resources may be
of different types and they may be uploaded in one go, as a zipped folder which is then
unzipped, or they may be added one at a time to an empty folder on the course page.
If you already have a folder of files you would like to display, there are two methods:
Quick method
Click the Turn editing on button at the top right of the course page
Drag and drop the folder
onto the course section
where youd like it to appear
Click the button of the action you would like to take with
the folder (in our case, Unzip) and click Upload
45
Longer method
Click the Turn editing on button at the top right of the course page
Click Add an activity or resource link, then in the activity chooser; select folder then click the Add button (or select folder
from the Add a resource dropdown menu). All settings may expanded by clicking the Expand all link top right.
General settings
Add name and a description (which may be required
or optional according to the admin settings). Click
Show editing tools to display the rich text editor and
drag the bottom right of the text box out to expand it.
Enabling Display description on course page will
show it just below the link to the folder.
For Content
Either drag and drop a zipped/compressed folder into the box with an arrow or click the Add button
to open the File picker menu in order to choose a file from your computer or a repository.
Click the button Save and return to course at the bottom of the page
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Admin setting
Tip
Enter a name and a description (which may be required or optional according to the admin settings)
Click the Create folder link
as as shown on the left.
Choose a name for your new folder
and then click Create folder
You can then add individual files into the folder either by
dragging and dropping into the box (1 to the left) or clicking
the Add (2 to the left) to upload files from the File picker
Choose how you want to display your folder contents, your Common
module settings and, if enabled, Conditional activities settings
Click Save and return to course
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File
picker
The file picker enables files to be selected and displayed in E-Learnining Software - for example, when an
editing teacher clicks Add an activity or resource > File, or when a forum participant adds an attachment to a
post.
Usually the file is copied into E-Learnining Software from wherever you have chosen it from (e.g.
a repository or your computer), though for some repositories, such as the YouTube videos
repository,
a file which you would click on to add a file yourself from your computer.
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Which repositories are included depends on which ones have been enabled by the administrator
and also the context in which you access the file picker. For example, if you have reached the
file picker by clicking on the media icon in the TinyMCE text editor then you might see the
Youtube videos repository link. If you have reached the file picker by clicking on the image
icon in the TinyMCE text editor then you might see the Flickr repository repository link.
Note: The order in which repositories are listed in the file picker is set by an administrator
in Settings > Site administration > Plugins > Repositories > Manage repositories.
Key:
Teacher view
Student view
Admin setting
Tip
View as icons
This shows the files as easily identifiable thumbnails:
View as table
This shows the files with details such as licence, date uploaded, size etc:
View as a list
This shows the files in a hierarchical list:
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Page
resource
A page resource creates a link to a screen that displays the content created by the teacher.
The robust Text editor allows the page to display many different kinds of content such as
plain text, images, audio, video, embedded code or a combination of all these.
In the Adding a new page screen that follows, give your page a name and a
description (which may or may not be required according to admin settings)
Add your content to the Page content section.
General
Name
Whatever you type here will form
the link learners click on to view
the page so it is helpful to give it a
name that suggests its purpose.
Description
Add a description of your page
here. Click Show editing tools
to display the rich text editor,
and drag the bottom right of the
text box out to expand it.
Content
Add your page
content here. You
can use the features
of the Text editor to
add media, images,
links and more.
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Key:
Teacher view
Student view
Admin setting
Tip
Appearance
Choose here whether or not to display the
page name and/or description along with the
page content when a user clicks on the page.
This setting allows you to turn off the requirement for users to type something into the description box.
This setting allows you to add different ways the resource may be displayed on the course page.
Here you can set the defaults for this resource. You can also choose which setting(s) to class as
Advanced. These settings will only then appear if the user clicks Show advanced in the settings.
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Your students may need to refer to it (on their smartphone for example)
frequently for reference e.g. timetable, schedule, tutorial groups, reading list.
Note:
this does not work with IE, Safari 6 or below and is unreliable with Firefox
Drag and drop upload of text/links must be enabled in Administration > Site
administration > Development > Experimental > Experimental settings
Select the text you wish to use, for example in a Word document. Note: Pasting from
MS Word is fraught with danger. See #Pasting from another document below.
With the editing turned on, drag the text over to the section you want it to appear.
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Tip
Open the document containing the text you want to paste into your new Page, and copy that text ready to paste.
When you are ready to paste the content into E-Learnining Software, you have two options:
Note: if the original formatting does not conform to Web accessibility requirements, it wont be transferred.
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Book
resource
The Book module makes it easy to create multi-page resources with a book-like format.
Previously created websites can be imported directly into the Book module. Books can be printed entirely or by chapter.
The book module allows you to have main chapters and sub chapters, but it goes
no deeper. In other words, sub chapters cannot have their own sub chapters, as
the module is intended to be a simple resource for teachers and students.
The book module is not interactive. You can, however, link to choices, forums etc., from
within a book. Also, Flash movies and other multimedia may be included in a book
ADDING A BOOK
A teacher can add a book by choosing it from the Add an activity or resource link (or, if not present, the Add a
resource drop down menu in course.) All settings may expanded by clicking the Expand all link top right.
General
Name
Use a descriptive name for your book as it will form
the link the students will click on to access it.
Description
Provide information for your students here
so they are clear what the book is about.
Click Show editing tools to display the rich
text editor and drag the bottom right of the
text box out to expand it.
Appearance
Chapter formatting - options:
None - chapter and subchapter titles are not
formatted at all, use if you want to define special
numbering styles. For example letters: in chapter title
type A First Chapter, A.1 Some Subchapter,...
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Teacher view
Student view
Admin setting
Tip
Custom titles
If you disallow custom titles, the chapter title (the one that appears on the table of contents) will
appear as a header at the top of your content (1 below) If you enable custom titles, you will be able
to create a title different from the one that appears in the ToC or display no title at all (2 below) If
you enable custom titles, you will need to enter the chapter title as part of the page content.
The administrator can set the default values for chapter formatting, the available options for chapter numbering and
whether or not to require a description from Administration > Site administration > Plugins > Activity modules > Book.
To add another chapter, click on the red cross in the Table of Contents
or first chapter. The new chapter will be inserted directly after the
chapter whose title is on the same line as the red cross you click
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You now see a chapter and a sub chapter. Because we did not elect to number
chapters, the fact that the second chapter is a sub chapter cannot be seen in the table
of contents. Note that you do, however, see this in the title above the content.
By the way, the items in the table of contents are neither numbered
nor are they indented only because that is the option we chose
when setting up the book. We can always go back and change that.
Importing chapters
To import chapters:
Create a zip file of HTML files and optional multimedia files and folders.
If you wish to upload subchapters, add _sub to the end of HTML file or folder names.
Go to Administration > Book administration > Import chapter
Choose whether each HTML file or folder represents one chapter
Browse for and select the zip file, either using the Add button or the drag and drop method:
Click the import button
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Note: Relative file links are converted to absolute chapter links. Images, Flash and Java are
re-linked too. Remember to upload images and multimedia files as well as HTML files.
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Teacher view
Student view
Admin setting
Tip
URL resource
ADDING A URL RESOURCE TO YOUR COURSE
Turn editing on.
From the Add an activity or resource link (or, if not present, the Add a resource drop down
menu), choose URL. All settings may expanded by clicking the Expand all link top right.
General
Name
Whatever you type here will form
the link learners click on to view
the URL so it is helpful to give it a
name that suggests its purpose.
Description
Add a description of your page
here. Click Show editing tools
to display the rich text editor,
and drag the bottom right of the
text box out to expand it.
Content
Either enter the URL in
the external URL field.
Or click the Choose a link button to open
the file picker and choose a URL YouTube,
Picasa etc (depending on which
repositories are enabled for the site.
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Appearance
Display
Automatic - Make the best guess at what should happen
(probably what is wanted 99% of the time).
Embed - Show the E-Learnining Software page with heading,
blocks and footer. Show the title/description of the item and display
the file directly in the page as well
Open - No E-Learnining Software heading, blocks, footer or
description - just show the file in the web browser (e.g. shows
image, PDF, flash animation, taking up the whole browser
window)
In pop-up - Same as Open, but opens a new browser window to
show this file (without the E-Learnining Software heading, blocks, etc) this browser window also does not have all the menus and address bar
in it.
The above options are the default display options.
Pop-up width/height
If your URL is to be displayed in a pop-up, specify the width and height
here.
URL
variables
This section allows you to pass internal information as part of the
URL.
This is useful if the URL is actually an interactive web page that takes
parameters, and you want to pass something like the name of the current user,
for example.
Common module
settings
See Common module
settings
Restrict access/Activity
completion
These settings are visible if Conditional activities and Activity completion have been enabled in the site and the
course.
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Key:
Teacher view
Student view
Admin setting
Tip
If an administrator has enabled the experimental feature Drag and drop upload of text/links in
Settings > Site administration > Development > Experimental > Experimental settings, a link
can be dragged into a section of the course and given a name, as shown in the images below.
The URL module has additional settings which may be changed by an administrator in
Administration > Site administration > Plugins > Activity modules > URL.
Frame height
Here you can specify the height of the top frame (containing the navigation) if you
choose the in frame display option. Note: If your theme has a large header then
the height should be increased to prevent horizontal and vertical scrollbars.
Password
Here you can add a password that will connect your users to a secure site.
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Assignment activity
ADDING AN ASSIGNMENT
To add a new Assignment activity to your course, login with the appropriate access
rights (e.g. editing teacher, course creator or administrator) and Turn Editing On.
Within the required Week or Topic Block click Add and Activity or Resource link.
In the Add an activity or resource dialogue box that appears, select Assignment and click Add.
To edit an existing Assignment activity, login to your course with the appropriate access rights (e.g. editing teacher,
course creator or administrator) and Turn Editing On. Select the Update icon against the relevant Assignment item.
Alternatively, simply click on the name of the Assignment activity you wish to edit and
then click the Edit Settings link under Assignment administration within the Settings block.
CONFIGURATION OPTIONS
The following configuration options are available when creating or editing/updating any Assignment
activity. Only General, Availability and Submission types are open by default;the others are collapsed.
To expand everything, click the Expand all link top right. Click on any screenshot to see it full size.
General
The General section allows you to give your assignment a name and description.
Assignment name
Give your Assignment a name (e.g. Report on Topic 1 Content). The title entered here
will be the name that learners see in the course content area. Learners will click on this
name to view the details of the assignment and, if applicable, submit their work.
Description
Provide instructions for your students here so they are clear what they have to do. Click Show
editing tools to display the rich text editor and drag the bottom right of the text box out to expand it.
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Availability
This setting is enabled (ticked/checked) by default and is set at the day and
time you added the assignment. To disable this, remove the tick/check.
Due date
The Due date setting prevents students from submitting their assignment after the shown date. This
option allows an teacher to set a day, month, year and time (24 hour clock) before which learners must
submit their assignment. By default the Due date is Enabled (ticked) and is set at 7 days ahead of the
day and time you selected Add Assignment. To disable this feature, simply ensure the Enable checkbox
is not marked. For more information on using the Due Date see Assignment FAQ
Note: Assignments without a Due date will appear on the My home page with No Due date displayed.
Cut-off date
The Cut-off date is the date beyond which students will not be able to send in their assignment as the button for doing so
will no longer be displayed. After that date (or time) a teacher may, on request, grant an extension by going to the class
assignment grading screen, clicking the Edit column and choosing grant extension for the relevant student.
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Admin setting
Tip
Submission types
Select the type of submission here, and decide how you wish students to submit their work to
you.
Online text
Learners can type their response directly in E-Learnining Software using the text editor.
File submissions
Learners can upload and edit one or more files of any type the teacher can open.
Submission comments
If enabled, students may leave comments into a text area associated
with the assignment. Comments can be used for communication with
the grading person, assignment progress description, to let students
alert the marker about which file is the master file (in case of inter-linked
files), or any other type of communication between student and marker.
size of each file is displayed to students at the point where they upload files.
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Feedback types
Feedback comments
Setting this to yes means that markers can leave feedback comments for each submission. It
enables the Feedback Comments column in the grading table.(To access the grading table,
click on the assignment activity and thenView/Grade all Submissions). Feedback comments
are also accessible by clicking on the green tick in the grade column on the grading table.
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When the teacher has completed their grading offline, they can then upload the spread sheet, confirm the
changes and the grades and comments will be transferred over into E-Learnining Softwares grade book:
Feedback files
This allows markers to upload files with feedback when marking. These files may be the marked up student
assignments, documents with comments, a completed marking guide, or spoken audio feedback. It enables the
Feedback Files column in the grading table. To access the grading table click on the assignment activity and
then View/Grade all Submissions. To upload feedback files, click on the green tick in the grade column on the
grading table and then upload either with drag and drop or using the File picker.
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Tip
folder and re-zip this; it will not work. The folder name does not matter as long as the feedback files have
the same names as before.
Upload this newly zipped folder.
You will be presented with a confirmation screen displaying your feedback
files. Choose from the dropdown menu
Submission settings
These settings are collapsed by default
They can then longer edit their submission. If they need to change it, they
must ask the teacher who can revert the assignment to draft status.
Compiled by Research Division Mewar University
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To revert to the draft stage, click on the assignment activity and then View/Grade all Submissions.
Locate the student and click the action icon in the Edit column. Select Revert the submission to draft.
To do either of these with a number of students, use the With selected menu at the bottom of the grading table.
Reverting to draft
With selected...
When this setting is enabled, students will have to check a button before they can submit their assignment.
If the administrator has forced the statement throughout the site, a teacher will not have this option in the
settings but a student will see the statement when accessing their assignment.
Attempts reopened
New feature in E-Learnining Software 2.5: This setting allows the teacher to decide how
submissions are reopened. The default is Never, in that students may only submit once.
However, a teacher can set this to Manually and reopen it themselves for the student to
resubmit, or to Automatically until pass. The student must then keep trying and resubmitting until
they get a pass grade.
Maximum attempts
New feature in E-Learnining Software 2.5: If a student is allowed to resubmit, this setting will determine how many
times they can resubmit before they are no longer allowed to do so. (For example, if a student has to keep trying
until they get a pass grade, the teacher might decide that ten attempts is enough even though they have not yet
passed!)
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Teacher view
Student view
Admin setting
Tip
If no groups have been made, then E-Learnining Software will make a default group of every student in the
course.
Notifications
(This setting is collapsed by default)
Grade
(This setting is collapsed by default)
Grade
Specify the maximum grade or Scale to be applied to the assignment.
If you will not be giving a grade for the assignment, choose No Grade.
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Grading method
There are three options to chooswe from:
Simple direct grading (entering a grade or scale item)
Marking Guide (shown at the end of this section under Advanced Grading)
Rubric (shown at the end of this section under Advanced Grading)
Grade Category
Any custom Grade Categories that have been created within your site or course will be listed here and will be available for
selection. Select the required Grade Category to add this assignment as a Grade item within this Category.
Blind marking
If this setting is enabled, then a teacher will not see the names of students who have submitted their assignments. Instead,
they will see randomly generated Participant numbers. (The student view of the assignment does not change.) This is also
the case if student comments have been enabled. Once they have graded the assignment, it is however possible for
teachers to see who submitted what by clicking on Reveal student identities in the Assignment settings.
Note: Because of this, the level of anonymity might not suit the privacy requirements of your establishment.
Advanced Grading
Marking guide
A marking guide is an advanced grading method where a teacher
enters a comment and a mark, up to a maximum, per criterion.
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Using templates
Those users with the capability Capabilities/E-Learnining
Software/grade:sharegradingforms (and perhaps Capabilities/E-Learnining
Software/grade:managesharedforms) may save their forms as a template for
other
s to
use.
They Note that teachers do not have these capabilities by default
will
see
an additional
option in Settings>Assignment administration>Advanced grading
Marking assignments
When the assignment to be graded is accessed in the usual way, the form appears with the
criteria and an empty comments and score box. If frequently used comments have been
added, the teacher clicks into the box and then clicks on the required comment to insert it:
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Teacher view
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Admin setting
Tip
Rubrics
Rubrics are advanced grading forms used for criteria-based assessment. The rubric consists of a set of
criteria. For each criterion, several descriptive levels are provided. A numerical grade is assigned to
each of these levels. The person rating chooses which level answers or describes the given criterion
best. The raw rubric score is calculated as a sum of all criteria grades. The final grade is calculated
by comparing the actual score with the worst/best possible score that could be received.
Rubric editor
The rubric editor is available via the advanced grading method management screen
which in turn is available via the Advanced grading link in the activity settings block.
The editor lets you set the rubric form name, the description and the rubric itself. The editor lets you add
new criteria and levels, delete them and change the criteria order. There are several rubric options that
can be configured, too. For each criterion, the criterion description should be filled. For each level, the
level definition and the number of points associated with the level should be specified. Neither the criterion
description nor the level definition text fields support embedded images yet.
The rubric definition must be saved using either Save rubric and make it ready or Save as draft button.
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Tip: You can modify the effective weight of a criterion by setting the value of the points assigned
to its levels. If there is one criterion with levels 0, 1, 2, 3 and the second one with levels 0, 2,
4, 6 then the later ones impact on the final grade is twice as much as the first ones.
Tip:Use
the Tab key to jump to the next level/criteria and even to add new criteria.
in light green.
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Admin setting
Tip
If the rubric filling is re-edited later, the previously selected level is highlighted in light red. A level must be selected for
each criterion, otherwise the rubric is not validated by the server as the final grade cant be calculated.
If the form definition allows it, an optional remark can be filled for each
criterion providing a detailed feedback/explanation of the assessment.
When students click on an assignment which has a rubric attached to it, they will see the rubric as
part of the information about their assignment. Thus, they can see the rubric before they submit.
Editing a rubric
To edit a rubric go to Administration > Assignment Administration > Advanced grading > Define Rubric.
Select Rubric from Change active grading method to drop down menu.
You can see your created rubric with three options above:
Edit the current form definition
Delete the currently defined form
Publish the form as a new template.
Click Edit the current form definition to edit your predefined rubric form.
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Chat activity
ADDING A CHAT TO YOUR COURSE
With the editing turned on, in the section you wish to add your chat, click the Add an
activity or resource link (or, if not present, the Add an activity drop down menu ) and
choose Chat. All settings may expanded by clicking the Expand all link top right.
General
Name of this chat room
Whatever you type here will form the
link learners click on to enter the chat
so it is helpful to give it a name that
suggests its purpose - for example
Student council discussion or Field
trip planning meeting.
Description
Type the description of the chat here. Include precise instructions for students regarding the subject of the chat.
Click Show editing tools to display the rich text editor, and drag the bottom right of the text box out to expand it.
Chat sessions
Next chat time
This sets the day and hour of
the next chat session. These
details will appear in the
calendar so students know
the schedule but it doesnt
stop them accessing the
chatroom at any other time.
If you dont wish to schedule chat times then ignore this and choose from the next settings.
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Tip: For courses involving users across different time zones, it is useful to know that the time you set
here will be adjusted to match the time zone of the user viewing it.
Key:
Teacher view
Student view
Admin setting
Tip
Repeat/publish sessions
There are four options for scheduling future chat sessions:
Dont publish any chat times - there are no set times and students are welcome to chat at any time.
No repeats - publish the specified time only- only the Next chat time will be published. This could be used to
schedule special events or meetings or simply to help learners identify a common time in which they can
expect to find other learners in the chat room.
At the same time every day- Daily chats are useful for scheduling daily office hours or work sessions with learners.
At the same time every week--This setting will schedule a chat for the same day and time every week, which could be
useful for instance for meeting and reviewing key ideas and questions related to the weeks content/assessment.
keep transcripts to check the suitablility of what is discussed. If your learners are using the chatroom
to collaborate on a group project you wont want to delete the messages until the project is complete.
USING CHAT
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The chat module contains some features to make chatting a little nicer.
Smilies: any smiley faces (emoticons) that you can type elsewhere in E-Learnining Software can also be
typed in here and they will be displayed correctly.
Links: iInternet addresses will be turned into links automatically.
Emoting: you can start a line with /me to emote. For example, if your name is Kim and you type /me
laughs! Then everyone will see Kim laughs!
Beeps: you can send a sound to other people by hitting the beep link next to their name. A useful shortcut
to beep all the people in the chat at once is to type beep all.
HTML: if you know some HTML code, you can use it in your text to do things like insert images, play sounds
or create different coloured and sized text.
Chat reports
To view previous chats (if you have permission) click on the View
past chat sessions link. Teachers can also access past chat
sessions from the Chat administration in the Settings block.
This will bring up a listing of each chat session under the current chat
topic. The listings include the time the chat started and ended, which users
participated, and how many messages each user sent.
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Admin setting
Tip
Younger children using chat at home in the evenings as a controlled(monitored) introduction to the world of
social networking
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Choice activity
A choice activity is very simple
the teacher asks a question and
specifies a choice of multiple
responses. It can be useful as a
quick poll to stimulate thinking
about a topic; to allow the class to
vote on a direction for the course;
or to gather research consent.
General
Choice name
A short name of the choice
(e.g. Favourite colour).
This will be displayed on
the courses homepage.
Description
Type the description of the
choice activity here. Click
Show editing tools to display
the rich text editor and drag the
bottom right of the text box out
to expand it. It should contain
the question that you want your students to answer. An example of the choice text could be What is your favourite
colour? There is also an option to display the choice description on the course page below the link to the activity.
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Admin setting
Tip
Options
Allow choice to be updated
If this is set to Yes, students can change
their mind after they have voted. If its set to
No, students cannot change their choice.
Option
Specify here the options that participants have to choose from.
They will become radio buttons when the choice is saved.
You can leave other options blank or click
Add 3 fields to form to add more options.
If Limits is disabled, then any number of participants can select any of the options.
Availability
(These settings are collapsed by default)
Restrict answering
If you check this box you can set an open and close date for your choice. If you leave it, they can respond at any time.
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Results
Publish results
This determines whether (and when) the students will be able to view the results of the choice activity. They may:
Privacy of results
If Publish was chosen above, then this dropdown in unlocked. You can decide whether
to show names of students or merely the number who responded but without names.
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Teacher view
Student view
Admin setting
Tip
Depending on the teachers settings, the student may then be able to see the results either
anonymously or with names (via the View xxx responses link) or not see anything.
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Assessing understanding
For younger students, the choice activity is a secure way to gauge their understanding of a topic
without asking them in public: with a question such as how well did you understand this module?
students can honestly select from very well, OK or I still dont get it, safe in the knowledge
only their teacher knows their response and they will not be shamed in front of their peers.
The choice activity in E-Learnining Software only allows a participant to select one choice from a variety of
options (that you provide), but you may set the activity so that participants can change their choices - thus,
as students make progress and gain confidence, they might want to update their choice to reflect this. You
can also set the activity so that it closes or locks down on a specific date, making all choices final from
that point on. This allows participants to change their minds several times before a final date.
Selecting groups
Using the choice activity is one way of getting students to put themselves into groups.
However in its standard form, it does not add them to the grade book as a group.
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Key:
Teacher view
Student view
Admin setting
Tip
Forum activity
ADD AND EDIT A FORUM
With the editing turned on, in the section you wish to add your forum, click the Add an activity or resource
link (or, if not present, the Add an activity drop down menu )and choose Forum.
This will take you to the forum settings page titled Adding a new forum.
You can access an existing forum by clicking the configure icon or clicking on
the forum and then Administration > Forum administration > Edit settings.
General
Forum name
A short name of the forum
which will be displayed on
the course homepage.
Description
Give clear instructions
so users know what to
do. Click Show editing
tools to display the rich
text editor and drag the
bottom right of the text
box out to expand it.
Forum type
There are five forum types to choose from:
A single simple discussion - A single topic discussion developed on one page, which is useful for short
focused discussions (cannot be used with separate groups)
Standard forum for general use - An open forum where anyone can start a new topic at any time; this is
the best general-purpose forum
Each person posts one discussion - Each person can post exactly one new discussion topic (everyone
can reply to them though); this is useful when you want each student to start a discussion about, say,
their reflections on the weeks topic, and everyone else responds to these
Q and A Forum - Instead of initiating discussions participants pose a question in the initial post of a
discussion. Students may reply with an answer, but they will not see the replies of other Students to the
question in that discussion until they have themselves replied to the same discussion.
Standard forum displayed in a blog-like format
News forum is a special type of forum that is automatically created with a new course.
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People can usually choose whether or not they want to be subscribed to each forum.
However, the teacher can choose to force subscription on a particular forum then all
course users will be subscribed automatically, even those that enrol at a later time.
options and view the current subscribers via the Show/edit current subscribers link.
Tips:
Forcing everyone to subscribe is especially useful in the news forum and in forums towards the beginning of
the course (before everyone has worked out that they can subscribe to these emails themselves).
Changing the setting from Yes, initially to No will not unsubscribe existing users; it will only affect those
who enrol in the course in the future. Similarly changing Yes, initially will not subscribe existing course
users but only those enrolling later.
Subscriptions not allowed setting prevents Students from subscribing. Teachers may subscribe if they wish to.
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Admin setting
Tip
RSS
Grade
This setting is collapsed by default. Choose the category in which this forum will appear if ratings are enabled.
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Ratings
Aggregate type
You can set an aggregate type, in other words, decide how all the ratings given to posts in a
forum are combined to form the final grade (for each post and for the whole forum activity).
Some scales do not lend themselves to certain types of aggregates. There are five options:
Average of ratings (default) - This is the mean of all the ratings given to posts in that forum. It is especially
useful with peer grading when there are a lot of ratings being made.
Count of ratings - The counts the number of rated posts which becomes the final grade. This is useful when the
number of posts is important. Note that the total can not exceed the maximum grade allowed for the forum. A count
may be used if the teacher simply wants to acknowledge that a reply was given in the case students being required
to make a certain number of posts in the discussion. Note: Count of ratings does not work for the Separate or
Connected Ways of Knowing scale or custom scales due to the limitation imposed by the max grade.
Maximum rating - The highest rating is returned as the final grade. This method is useful for emphasising the
best work from participants, allowing them to post one high-quality post as well as a number of more casual
responses to others.
Minimum rating - The smallest rating is returned as the final grade. This method promotes a culture of high
quality for all posts.
Sum of ratings - All the ratings for a particular user are added together. Note that the total is not allowed to
exceed the maximum grade for the forum. Note: Sum of ratings does not work for the Separate or Connected
Ways of Knowing scale or custom scales due to the limitation imposed by the max grade.
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Group mode
The group mode setting has three options:
No groups
Separate groups - each group can only see their own group; others are invisible
Visible groups - each group works in their own group, but can also see other groups
If the group mode is set to separate groups:
Teachers are given the option of adding a new
discussion topic for all participants or for a selected
group. If a teacher adds a new discussion topic for a
selected group, then only group members can reply
to it. If a teacher adds a new discussion topic for all
participants, then students cant reply to it. (This is to
ensure that groups are kept separate.)
Note: Single simple discussions cannot be set to separate groups (as this feature is
not implemented). Instead, a standard forum should be used, with the teacher
copying and pasting the same discussion topic for each separate group. If required, a
permissions override may be set to prevent students from starting new discussions.
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Forum moderator
A forum moderator for a particular forum is able to edit or delete forum
posts, split discussions and move discussions to other forums. This role
could be useful for example if you wish a student to be able to moderate a
student forum but not have editing rights over the whole course.
To assign a student the rights to moderate a forum, assign them the role of non-editing teacher in the forum.
In Settings > Forum administration > Locally assigned roles click on student
Select the student from the potential users list on the right, and use the Add button to add them to the
existing users list on the left. Multiple users may be selected by holding down the Apple or Ctrl key whilst
clicking on the users names.
Forum permissions
Role permissions for the activity can be changed in Administration > Forum administration > Permissions.
Enable students
to rate posts
Click the Allow icon (+) opposite
the capability to rate posts
Archive a forum
Click the Prevent icon (X)
for the student role for the capabilities Start new discussions and Reply to posts. Then a forum becomes closed
(archived). Students may no longer start new discussions, nor add replies, but can still read all the discussions.
There are certain things that guests are never allowed to do, such as
posting in a forum, despite the permissions interface suggesting otherwise.
The guest role has some special functionality, for example when a guest user attempts to post in a forum, they obtain
the message Sorry, guests are not allowed to post. Would you like to log in now with a full user account?
Note: If guests dont obtain the Sorry, guests are not allowed to post message because they have no reply
link, then self enrolment needs enabling in Settings > Course administration > Users > Enrolment methods.
If you wish guests to be able to post in a forum, you can create a similar role, say visitor with very few permissions
allowed, then create an account and assign it the role of visitor. Guests can then share this visitor account.
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My home page
Course page
Within the forum itself
In forum discussion threads
Showing unread on forum page
FORUM VIEWS
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the forums title), its author, the number of replies and the date of the last post.
Student view of Standard forum
Students
initial view of
a Q&A forum
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Display options
A discussion thread may be displayed in four ways. Use the pull down
menu at the top of each forum discussion to select a display type
Display replies in nested form - All posts are displayed in their full forms; replies will be reduced to the
headlines (including information about its author and date of release) and organized chronologically;
moreover, replies will be shifted towards the right so that only replies to the same post were in the same line.
Forum posting
The default content of Subject is usually Re: <the name of the parent post>. You can change it though.
When writing text in E-Learnining Software there are several formats you can choose to produce your text,
depending on your expertise and the type of browser you are using. Please refer to Formatting text for further
information.
Images may be dragged and dropped into the box as well as uploading via the add link and the File picker.
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Post length
Extra-long posts cause problems when doing a forum search and can be difficult to read on screen. Rather than creating a
very long post, consider copying and pasting the text into a text file and add it as an attachment to your forum post.
Mail now
A mail now checkbox is available for anyone with the capability to
manage course activities, normally teachers and administrators.
Checking the Mail now box results in a notification being sent immediately to
everyone subscribed to the forum, rather than after the post editing time limit.
Note: For users who have enabled email digests in their profile, the
notification is NOT sent separately from other forum post notifications.
Moving a discussion
Teachers, non-editing teachers (and managers)
may move a discussion to any other forum in the
course for which they have appropriate rights.
Click on the arrow in the Move this discussion to... dropdown menu in
the top right corner of the page and select a destination forum.
Note: Moving a forum post will display incorrect results in the course participation report
for the affected forums. For example, take a student who posted in forum A and had their
post moved to forum B. In the course participation report the student will still be listed has
having made a post in forum A, but will not be listed as having made a post yet in forum B.
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Note: Students do not see the add a new question button in the Q & A forum. If you wish students
to be able to add new questions, they need to be given the capability mod/forum:addquestion
In Question and Answer mode, E-Learnining Software hides the replies to the initial thread post by the teacher but not the
forum itself.
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Tip: Post each question as a thread in the forum and then have students post replies to the
question. In this fashion, E-Learnining Software will protect the replies from being viewable
(subject to the caveat above) by other students but allow the initial post/thread visible for reply
by all students.
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Tip: Do not post the question in the forum summary because every student answer will become a thread and
visible to all students. In this scenario, it may appear as if the Question and Answer forum is not working
correctly, since the new initial posts in the thread are intentionally designed not to be hidden, just their replies.
Tip: If you have set up groups for your forum the facilitator needs to post a question to each
of the groups and not to all participants as questions asked of all participants (students) are
able to be read by ALL students. Questions posed to group members are only visible to those
group members and replies are only visible once a group member has posted a message.
Forum subscription
When a person is subscribed to a forum, they will be notified (according to their Messaging
settings preferences) of every subsequent post in that forum. Posters have 30 minutes by default
to edit their post before it is sent though this time limit can be changed by an administrator.
People can usually choose whether or not they want to be subscribed to each forum. However, if a
teacher forces subscription on a particular forum then this choice is taken away and everyone in the
class will get notified. This is especially useful in the News forum and in forums towards the beginning
of the course (before everyone has worked out that they can subscribe to these emails themselves).
Note that even if you force subscriptions every user can elect not to be notified in Messaging settings, or
elect to have all email sent once a day in a digest contain either all posts or simply the subject headings.
Choosing Everyone can choose to be subscribed enables you to check (and modify) the number of
subscribers (Settings > Forum administration > Show/edit current subscribers) and to subscribe to, or
unsubscribe from, the forum (Subscribe to this forum / Unsubscribe from this forum).
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These spaces are typically highly active, especially in first term. Depending on your
institution, they are usually self-monitored by students, who understand that the same rules
and netiquette that apply to them within any computing space, also apply in E-Learnining
Software.
Teacher/Tutor forums
A teacher/tutor-only forum may be added to a course by creating a hidden forum.
Teachers are able to view hidden course activities whereas students cannot.
you and their peers. This can be your icebreaker or you can have an icebreaker separately.
If you have two questions for participants to answer, starting the two strands or topics within the forum itself will
both help learners to see where to put their responses, and remind them to answer all parts of your question.
Remember that you are communicating in an environment that does not have the benefit of verbal tone, eye
contact, body language and the like. Careful consideration of your communication is, therefore, necessary.
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Postings to a forum are always written but they can take different forms and you may wish to consider what form best
suits the activity. For instance, you might choose to articulate a form of contribution in order to be explicit. Thus you
might say, This is a think-aloud forum in which, together, we will try to tease out ideas and possibilities or This is a
formal forum in which you are invited to share your ideas on (topic) and, where you select the latter, you might have
already suggested learners plan those ideas offline or in another kind of activity within E-Learnining Software.
Create a forum where only the teacher can start discussions, but the students can only reply. Each thread you
start contains an essay question (or several similar ones). The students make a bullet point plan for the essay
and post it as a reply. This works well as a revision strategy as the students can see how others have
approached the same task. Once everyone has posted their plan, you can start a discussion as to which plans
seem better and why. Creating a scale to use for rating the posts can be useful so that the students can see
how helpful other people think their effort were. (Note: At this time, there is no option to hide the Add new
discussion topic button, so you need to tell your students not to start discussion threads, but to only reply to
threads started by the teacher. If you only need one thread, then you can use the a single simple discussion
format and the Add new discussion topic button is not available to the students.)
Grading forums
The teacher can use the ratings scales to grade student activities in a forum. The methods are in
Forum settings under grades. There are 5 ways to aggregate ratings automatically to calculate a
forum grade for the Grade book. These include: Average, Max, Min, Count and Sum.
How to use
Teacher view of a previously-rated student post
When rating is allowed, the qualified user will see Rate this post and a pull down menu after an entry (not their own).
The menu displays a scale that the forum creator selected in the Forum grade settings. The user can rate more than
one post at a time. When finished they should click the submit my ratings button at the bottom of the page.
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Glossary activity
The glossary activity module allows participants to create and maintain a list of definitions, like a dictionary.
Glossary can be used in many ways. The entries can be searched or browsed in different formats. A
glossary can be a collaborative activity or be restricted to entries made by the teacher. Entries can be put in
categories. The auto-linking feature will highlight any word in the course which is located in the glossary.
ADDING A GLOSSARY
With the editing turned on, in the section you wish to add your glossary, click the Add an
activity or resource link (or, if not present, the Add an activity drop down menu ) and
choose Glossary. All settings may expanded by clicking the Expand all link top right.
General
General settings are expanded by default
Name
Give your new glossary a descriptive name.
Description
Describe the purpose of the glossary and provide instructions or background information, links etc. Click
Show editing tools to display the rich text editor, and drag the bottom right of the text box out to expand it.
Glossary type
Here you can decide whether the glossary will be main or secondary. The glossary system allows you to
export entries from any secondary glossary to the main one of the course. In order to do this, you should
specify which glossary is the main one. You can only have one main glossary per course.
Entries
Entries settings expanded
Approved by default
If set to yes then new entries appear automatically. If
not, then the teacher must approve each one first.
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Note: Enabling linking for the glossary does not automatically turn on linking for each entry - linking
needs to be set for each entry individually. If you do not want particular text to be linked (in a forum posting,
say) then you should add <nolink> and </nolink> tags around the text. Note that category names are also
linked.
Appearanc
e settings are collapsed by
(These
default)
Display format
That specifies the way that each entry will be shown within the glossary. The default formats
are:
Simple, dictionary style - This looks like a conventional dictionary with separate entries. No authors are
displayed and attachments are shown as links.
Continuous without author - Like the simple style. Shows the entries one after other without any kind of
separation but the editing icons if your theme supports it.
Full with author - A forum-like display format showing authors data. Attachments are shown as links.
Full without author - A forum-like display format that does not show authors data. Attachments are shown as links.
Encyclopaedia - Like Full with author but attached images are shown inline.
Entry list - This lists the concepts as links.
FAQ - Useful for displaying lists of frequently asked questions. It automatically appends the words
QUESTION and ANSWER in the concept and definition respectively.
Approval display format
It is possible to set an alternative display format for when entries are approved that can differ from the display
format on the course page. This could be useful for instance if a tutor wants to see who made a particular
glossary entry before approving it but doesnt want the students name to be displayed for others on the
course page.
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RSS
These settings are collapsed by default and only visible if
RSS has been enabled on the site and for the glossary.
Grade
This setting is collapsed by default. Choose the category in which this glossary will appear if ratings are enabled.
Ratings
This setting is collapsed by default. The screen shot shows the Ratings settings expanded
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Glossary permissions
Role permissions for the activity can be changed in Settings > Glossary administration > Permissions.
USING A GLOSSARY
Enter the word you want to define in the Concept text field.
Add the definition of the word or concept.
If you want to add an attachment, such as a picture or an article, you can
either drag/drop it or click the Add button to upload via the File picker
You can add or edit categories by clicking the Browse by category tab:
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Browse options
You can browse glossaries according to the following options
Browse by alphabet
Browse by category (if there are any categories added)
Browse by date (you can sort entries by last update or by creation date)
Browse by author
Search options
You can also search for a given word using the Search field. Checking the Search full text option (on the right
side of the Search box) allows searching for a given word in any position in the text. This can take longer and
return more entries than you might wish, but it is thorough. If you do not check the Search full text box, the
search only looks for the term names. The index below lets you browse the glossary according to a given letter.
Waiting approval
If entries require teacher approval before being publicly posted, this is where those entries are approved.
Printing a glossary
At the top right of the main glossary page, youll see a little printer icon. If you click the icon, ELearnining Software will open a new browser window and present all the words and definitions in a
printer-friendly format.
Note: Teachers are always provided with a printer-friendly format link. To enable students
to print a glossary, set Allow print view to Yes on the edit glossary page.
Glossary comments
If you enabled comments on the glossary entries, users can annotate the
definitions in the word list. When you look at a word in the glossary list,
youll see a blue Comments link in the lower left-hand corner:
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When you click the link, a comments box opens up. Add your comment then click the Save changes button.
Once youve saved your comment, E-Learnining Software will display all of the
comments for the entry. When you return to the main glossary page, youll see a
new message next to the speech balloon telling you how many comments there
are for the entry.
Tip: A copy of a glossary may also be made by backing up the activity. To include glossary entries
in the backup, Include enrolled users must be ticked in the initial backup settings. When the
glossary is restored, the authors of the entries will be the same as in the original glossary.
Click the Choose a file button and browse for the exported entries XML file on your computer
Select the destination for the new entries: either the current glossary or a new one
If you want to import category information, click the checkbox.
Click the Submit button.
Youll then see a report of the entries and categories added to the glossary. If you
enabled duplicate entries when you created the glossary, the import process will add all
of the new definitions. Otherwise, it will not allow you to import any duplicate entries.
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Collaborative glossaries
Instead of creating a glossary on your own, why not have the students create them as they encounter unfamiliar
terms? A collaborative glossary can serve as a focal point for collaboration in a course. Each member of the class
could be assigned to contribute a term, a definition, or comments on submitted definitions. Multiple definitions can
be rated by you and by the students, with the highest-rated definitions accepted for the final class glossary.
When students are responsible for creating the definitions, they are much more likely to
remember the word and the correct definition. Engaging in the process of learning, debating,
and refining a glossary can go a long way toward helping students begin using new terms.
You can also structure multiple glossaries over the course of a semester.
Break them up by unit, chapter, week, or any other organizational structure.
If you have a large class, assign student teams to come up with definitions and answers. One strategy
for managing large courses is to make each team responsible for one weeks worth of definitions, while
all the other teams must rate and comment. Alternatively, each team could be responsible
for one definition per chapter and then rate and comment on the other teams work.
auto-linking feature for that particular activity while keeping it enabled elsewhere on the course:
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Question bank
A Question Bank allows a teacher to create, preview, and edit questions in a database of question categories.
The categories can be limited to being used on the site, course or quiz level. The questions in a category can be
added to a Quiz or to a lesson activity via an export process. The teacher enters the question bank by creating
or editing a quiz activity or via Settings > Course administration > Question bank.
SELECT A CATEGORY
Questions are organised into categories. You can imagine a question
category as a folder on your desktop computer. Then, questions are stored
in these categories in a similar way as your files are stored in a file system.
Each category must have a name and you can include a short description of the
category. You can create a category hierarchy. For example, you can specify a parent
category for each category or the Top as the parent, when a category has no parent.
Tip: Creating question categories and sub categories is a good practice. It is better than keeping
all your questions in one big list in the quiz module. The hierarchy feature enables you to separate
categories into sub categories and sub categories into sub sub categories etc. indefinitely.
Categories and sub categories, etc., are very powerful when combined with random questions that
can select either from one category or from a category or any of its sub categories.
Initially each course has only one category called Default. It is good practice to create more categories to
organize your questions. This not only makes it easier to find questions, but makes the use of random
questions and matching question easier. You can create a hierarchy of categories because you can create
subcategories inside parent categories. To add or edit categories click on the Categories tab.
The question editing screen shows the questions from the currently selected category.
You choose this category from the Category: drop-down menu. Using the tick box below
that menu you determine whether to also show the questions from all subcategories.
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Questions are stored in a hierarchical structure similar to folders at the file system. You can imagine question
context as a place where the tree of question categories is actually placed. By default, every teacher can create
new questions in the course context (the blue one in the diagram) and the activity module context (the white
one). We will discuss how to allow a teacher to create questions in higher contexts below.
Example diagram of question contexts: question categories can be stored in several nested areas
Question contexts are just as a subset of the Roles and Permissions contexts. A context contained by
another context inherits the permissions of the containing context. You can access question
categories in any containing context if you have permission to do so. Remember, you can access the
question bank in two ways: from within an activity (now only the quiz activity), or from the link in the
Course admin menu to Questions. When you access the question bank from the :
Core System context : questions available in all courses and activities on your site.
All Question capabilities are tested in the relevant context. So, for example, to add a question to a category
you must have the add capability for that context. See roles and capability help for more info. If you dont have
permission to do anything in a context, then the categories in that context will not be visible to you.
There are separate question category trees in each different context in which questions are shared. The contexts
available to you depend on whether you access the question bank from an activity or from a course and depend on the
permissions assigned you for access to questions. See Question contexts for more information on these contexts.
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Notice you can choose to make your category a top level category in any context (see Question
contexts) that is available to you. Or you can choose to add your category as a sub category of another
category in the same context.e
Type the name of your new question category in the text box.
Add an optional meaningful description in the category info area.
Click the Add Category button. Your new question category will appear in the list of current categories.
Deleting Categories
Categories can also be created or deleted at will. However, if you try to delete a category containing
questions, then you will be asked to specify another category to move them to. You cannot delete or
move the last category in any context, there must always be one category in a context.
The right arrow icon allows you to move a category to be a child category of the category listed immediately
above it.
The left arrow icon allows you to move a category up one category level (to be a peer of its parent category).
See the tool tip that appears when you place the mouse pointer above these icons if
youre not sure what action an icon will perform. You cannot move the last category
in any context, there must always be at least one category left in all contexts.
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Tips
Put the answer into the question name so you can quickly see the answers when students are asking for
answers. This is especially useful if youre dealing with large sets of questions! (No option yet for viewing
category or answer of question in the list of questions.)
Export questions in GIFT or E-Learnining Software XML formats, then import them into a Lesson. (Future
versions of E-Learnining Software will make Question bank available to both Lesson and Quiz activities.)
Remember that while some of the same question types can be found in both the Quiz and Lesson modules,
they can be very different. Scoring and grading each students choice is more robust in a Quiz. On the other
hand, each Lesson question answer also has a jump associated it.
Use GIFT or other export modes to print questions and answers in a category. Hint, clever use of word
processor macros, using search and replace, can tidy up a GIFT file for printing.
The question title is useful in sorting and making notes. For example, ZZ remove 2010-3 Why did the E-Learnining
Softwarer cross, will put this question at the bottom of the list. Or where you want a the questions in a category to
appear in a specific order, use letters or numbers, knowing that AA will come first, AB will be second in the list.
Do a copy and paste from a PDF file into the question content area. Reduces other hidden code which
Word, Open Office and other programs can insert.
Question Categories
A question category can contain individual questions or other question categories.
They can be found by using the Question bank or when building a quiz.
You can imagine a question category as a folder on your desktop computer. Then, questions
are stored in these categories in a similar way as your files are stored in a file system.
Each category must have a name and you can include a short description of the
category. You can create a category hierarchy. For example, you can specify a parent
category for each category or the Top as the parent, when a category has no parent.
Tip: Creating question categories and sub categories is a good practice. It is better than keeping
all your questions in one big list in the quiz module. The hierarchy feature enables you to separate
categories into sub categories and sub categories into sub sub categories etc. indefinitely.
Categories and sub categories, etc., are very powerful when combined with random questions that
can select either from one category or from a category or any of its sub categories.
Question Sharing
You can share questions in several different contexts. Sharing categories in the System context or
Course context has a similar effect to publishing the category so others can see them or hiding a
question category from specific users. See the Question contexts page for more information.
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By
default a course teacher cannot see or use any Question context above the course level.
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Questions
QUESTION BEHAVIOURS
Deferred feedback
Students must enter an answer to each question and then submit the
entire quiz, before anything is graded or they get any feedback.
Manual grading
Used for essay questions (irrespective of what the quiz is set to) but you can
now choose to have every question in the quiz manually graded, if you wish.
Interactive mode
After submitting one answer, and reading the feedback, the student has to click a Try again button
before they can try a new response. They can be given hints to help them. Once the student has got
the question right, they can no longer change their response. Once the student has got the question
wrong too many times, they are just graded wrong (or partially correct) and get shown the feedback
and can no longer change their answer. There can be different feedback after each try the student
makes. The number of tries the student gets is the number of hints in the question definition plus one.
Immediate feedback
Similar to interactive mode in that the student can submit their response immediately during the quiz
attempt, and get it graded. However, they can only submit one response, they cannot change it later.
An administrator can manage question behaviours available across the site in Administration
> Site administration > Plugins > Question behaviours > Manage question behaviours.
QUESTION TYPES
Multiple Choice
E-Learnining Software provides teachers with a lot of flexibility when creating this common
question type. You can include pictures, sound or other media in the question or answer options
(by inserting HTML) and weight individual answers. Remember that Lesson module questions
behave differently.
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There are two types of multiple choice questions - single answer and multiple answer.
Single-answer questions
These questions allow one and only one answer to be chosen by providing radio buttons next to the
answers. You will specify non-negative marks for each answer, usually zero marks for wrong
answers, maximum marks for correct answers and partial marks for partially correct answers.
Multiple-answer questions
The teacher can select multiple answers are allowed in a Multiple Choice question type. Multiple answers
questions types in a quiz allow one or more answers to be chosen by providing check boxes next to the answers.
Each answer may carry a positive or negative grade, so that choosing ALL the options will not necessarily
result in good grade. If the total grade is negative then the total grade for this question will be zero.
Feedback can be associated either with specific answers, or with the question as a whole.
Question set-up
Select the question category
Give the question a descriptive name. Youll use the name to track your questions later so Question 1 isnt a good idea.
The name will be used in the question lists on the quiz editing page or in the lesson as a page title. It will not be shown to
the students, so you can choose any name that makes sense to you and possibly other teachers.
Create the question text. If youre using the HTML Editor, you can format the question just like a word
processing document.
Select an image to display if you want to add a picture to the question. The available images are those you
have uploaded to the main E-Learnining Software files area (they cannot be in folders). For the student, the
image appears immediately after the question text and before the answer options.
Alternatively, if you used the HTML editor to create the question text, you can click the image icon. This will
pop up the Insert Image window. You can choose to upload an image into your files area from this window, or
you can add the URL of an image on the web. If you add a file to your files area, click the name of the file after
you upload it to insert the link into the URL text entry at the top of the screen. Then click OK.
Set the default question grade (i.e. the maximum number of marks for this question).
Set the Penalty factor.
If you wish, add general feedback. This is text that appears to students after they have answered the question.
Choose whether students can only select one answer or multiple answers
Choose whether to shuffle the answer options
Write your first answer in the Choice 1 text field. Inserting HTML into this area also makes it possible to add
an image or a sound file.
Select a grade percentage for the answer. This is the percentage of the total points for the question that selecting
this response is worth. You can select negative percentages as well as positive percentages. So, selecting a correct
response in a multiple answer question may give you 50% of the possible points, while selecting a wrong answer
may take away 10%. Note that in a multiple-answer question, the grades must add up to 100%.
If you wish, you can add feedback for each response. It may be a bit more work, but its good practice to tell
the students why each answer is right or wrong using the feedback area. If students know why an answer is
right or wrong, they can analyse their own thinking and begin to understand why an answer is correct. Your
feedback will only be displayed if you select Show Feedback in the quiz body options.
Fill in the rest of the response choices in the rest of the form. Any unused areas will be ignored.
If you wish, fill in the overall feedback fields.
Select the Save Changes button at the bottom of the screen.
Penalty factor
The penalty factor only applies when the question is used in a quiz using adaptive mode - i.e. where the
student is allowed multiple attempts at a question even within the same attempt at the quiz. If the penalty
factor is more than 0, then the student will lose that proportion of the maximum grade upon
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each successive attempt. For example, if the default question grade is 10, and the penalty factor
is 0.2, then each successive attempt after the first one will incur a penalty of 0.2 x 10 = 2 points.
General feedback
General feedback is some text that gets shown to the student after they have attempted the
question. Unlike feedback, which depends on the question type and what response the
student gave, the same general feedback text is shown to all students.
Overall feedback
The option overall feedback for correct/partially correct/incorrect responses is particularly useful for multiple-response
questions, where it is difficult to control what feedback students see just using the answer-specific feedback.
So, when the student submits the question, they will see the answer-specific
feedback next to the option(s) they selected, the overall feedback in a box below
the options, and if applicable, the general feedback underneath everything else.
True/false
A student is given only two choices for an answer in this kind of question:
True or False. The question content can include an image or html code.
When feedback is enabled, the appropriate feedback message is shown to the student after the answer. For example, if
the correct answer is False, but they answer True (getting it wrong) then the True feedback is shown.
Question setup
Select the question category
Give the question a descriptive name - this allows you to identify it in the question bank.
Enter a question in the question text field.
Select an image to display if you want to add a picture to the question. For the student, it appears
immediately after the question text and before the choices.
Set the default question grade (i.e. the maximum number of marks for this question).
Set the Penalty factor.
If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
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Penalty factor
The penalty factor only applies when the question is used in a quiz using adaptive mode - i.e. where the
student is allowed multiple attempts at a question even within the same attempt at the quiz. If the penalty
factor is more than 0, then the student will lose that proportion of the maximum grade upon each
successive attempt. For example, if the default question grade is 10, and the penalty factor is 0.2, then
each successive attempt after the first one will incur a penalty of 0.2 x 10 = 2 points.
Matching
Matching questions have a content area and a list of names or statements which must be correctly
matched against another list of names or statements. For example Match the Capital with the
Country with the two lists Canada, Italy, Japan and Ottawa, Rome, Tokyo. In the Quiz Module,
each match is equally weighted to contribute towards the grade for the total question.
Question set-up
Select the question category
Give the question a descriptive name - this allows you to identify it in the question bank.
Enter some instructions in the Question text field to tell the students what they are matching.
Set the Default mark (i.e. the maximum number of points for this question).
If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
Check the shuffle box if you want the answers in the drop-down menus to be shuffled. Note: The Quiz
display setting must also be set to shuffle within questions for this to work.
For the first matching item, enter the question and a matching answer.
Fill in at least two questions and three answers. Click Blanks for 3 more questions to add more. You can enter as
many as 10 items (or more). You can provide extra wrong answers by giving an answer with a blank question.
Grading
Each sub-question is equally weighted to contribute towards the grade for the total question. For example a student who
correctly matches 3 of the 4 possible matches will receive 3/4 or 75% of the total possible score for that question.
The penalty factor only applies when the question is used in a quiz using adaptive mode - i.e. where the
student is allowed multiple attempts at a question even within the same attempt at the quiz. If the penalty
factor is more than 0, then the student will lose that proportion of the maximum grade upon each successive
attempt. For example, if the default question grade is 10, and the penalty factor is 0.2, then each successive
attempt after the first one will incur a penalty of 0.2 x 10 = 2 points.
Repeated entries
It is possible to have repeated entries in one of the lists but care should be taken
to make the repeats identical. For example Identify the type of these creatures
with the lists Ant, Cow, Dog, Sparrow and Insect, Mammal, Mammal, Bird.
Ordered questions
In the Quiz module, it is possible for both the question list and the answer list to be shuffled. The
answer list is always shuffled. The shuffle within questions must be Yes as a quiz setting
under Display AND the shuffle question box must be check on the individual question.
Consider the question Match the letter with its position in the alphabet with the question list
1, 2, 3, 4 and answer list A, B, C, D. The answer list is always shuffled for each student in
the pull down list of the possible matches. However, only when both the quiz and individual
question shuffles are turned on, will the question list be shuffled to something like 2,4,1,3.
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Matching questions look better on screen if you put the longer piece of text in the question and not the match.
For example, when vocabulary matching, put the single word in the match and the definition sentence in
the question. Otherwise the drop down for long questions will be awkward to use and difficult to read.
There is currently no graphical interface to create these questions within your E-Learnining
Software site - you need to specify the question format using the text box or by importing them from
external files.
You can link to an external web site that does create these questions from a
graphical interface, see the Online Cloze Question quiz generator below.
Question set-up
Select the question category
Give the question a descriptive name - this allows you to identify it in the question bank.
Enter the passage of text (in E-Learnining Software format - see Format below) into the question text field.
Select an image to display if you want to add a picture to the question. For the student, it appears
immediately above the question text.
Set the default question grade (i.e. the maximum number of marks for this question).
Set the Penalty factor (see Penalty factor below).
If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
The editor has been modified and allows you to test if your syntax is good. The different questions elements
decoded will be displayed and syntax errors pinpoint. However, it cannot check if the question decoded is two
questions in one because of an error syntax.
Click Save changes to add the question to the category.
Penalty factor
The penalty factor only applies when the question is used in a quiz using adaptive mode - i.e. where the
student is allowed multiple attempts at a question even within the same attempt at the quiz. If the penalty
factor is more than 0, then the student will lose that proportion of the maximum grade upon each
successive attempt. For example, if the default question grade is 10, and the penalty factor is 0.2, then
each successive attempt after the first one will incur a penalty of 0.2 x 10 = 2 points.
Question rendering
The question answer INPUT HTML ELEMENT ( Short and Numerical) or SELECT HTML
ELEMENT (multichoice) are normally displayed in-line with the text.
The size of INPUT HTML ELEMENT ( Short and Numerical) will be adjustable to the
length of the longest answer (good or bad) + a random number (0 to 15% total length).
The size will adjust to the length of the student response when displayed in the grading and feedback process.
The size of the SELECT HTML ELEMENT (multichoice) adjusts itself automatically to the longest answer. Format
Questions consist of a passage of text (in E-Learnining Software format) that has various sub-questions embedded within
it, including
short answers (SHORTANSWER or SA or MW), case is unimportant,
short answers (SHORTANSWER_C or SAC or MWC), case must match,
numerical answers (NUMERICAL or NM),
multiple choice (MULTICHOICE or MC), represented as a dropdown menu in-line in the text
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After the colon we have the item question type: MULTICHOICE, SHORTANSWER, NUMERICAL
The syntax for MULTICHOICE and SHORTANSWER is the same;
the only difference is in the displaying of the item to the student
The order of the various answers is indifferent (except if you want a catch-all for wrong answers, see #12 below)
All answers except the first one are separated from one another by the tilde ~ sign
Answers can be followed by an optional feedback message, preceded with the # sign; if
there is no feedback message, the # sign can be present or absent, it does not matter
In the SHORTANSWER type you may want to put a catch-all (wrong) answer in order to send a wrong, try
again feedback; you can do this by inserting an asterisk * as the very last expected answer in your formula
A simple example:
{1:SHORTANSWER:=Berlin} is the capital of Germany.
NB: Be careful when copying a cloze type question into the WYSIWYG
HTML editor, as line breaks tend to get added, which destroys the question.
A longer example
The following text creates a simple embedded-answers question:
Match the following cities with the correct state:
* San Francisco: {1:MULTICHOICE:=California#OK~Arizona#Wrong}
* Tucson: {1:MULTICHOICE:California#Wrong~%100%Arizona#OK}
* Los Angeles: {1:MULTICHOICE:=California#OK~Arizona#Wrong}
* Phoenix: {1:MULTICHOICE:%0%California#Wrong~=Arizona#OK}
The capital of France is {1:SHORTANSWER:%100%Paris#Congratulations!
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Short Answer
In a short answer question, the student types in a word or phrase in response to a question (that
may include an image). Answers may or may not be case sensitive. The answer could be a word or
a phrase, but it must match one of your acceptable answers exactly. Its a good idea to keep the
required answer as short as possible to avoid missing a correct answer thats phrased differently.
Question setup
Select the question category
Give your question a descriptive name.
Create the question text. If youre using the HTML Editor, you can format the question just like a word
processing document.
Tip: if the answer is intended to fill a gap in the text, use underscores (5 or more) to indicate where the gap is.
Choose whether the answers are case-sensitive. Case sensitivity can be tricky where capitalization is
important. Will you accept Ban Ki-moon as well as ban ki-moon as an answer?
Next, fill in the answers you will accept. You could give common misspellings partial credit with this option.
For example will you accept Ban Ki moon? Use wildcards to allow for variants on a word or phrase.
Note: It is good practice to add a single wild card * for the last answer, so you can create
a feedback response and a score for all other answers students might have.
Penalty factor
The penalty factor only applies when the question is used in a quiz using adaptive mode - i.e. where the
student is allowed multiple attempts at a question even within the same attempt at the quiz. If the penalty
factor is more than 0, then the student will lose that proportion of the maximum grade upon each
successive attempt. For example, if the default question grade is 10, and the penalty factor is 0.2, then
each successive attempt after the first one will incur a penalty of 0.2 x 10 = 2 points.
Wildcard usage
You can use the asterisk character (*) as a wildcard to match any series of characters.
For example, use ran*ing to match any word or phrase starting with ran and ending
with ing. If you really do want to match an asterisk then use a backslash like this: \*
If you want one question with the two answers fuel and oxygen, you ought to be able to limit the number of
variants by writing fuel*oxygen 100%. This would accept fuel oxygen, fuel, oxygen, fuel; oxygen, fuel and
oxygen, fuel & oxygen fuel oxygen, fuel und oxygen fuel&&oxygen. It would even accept fuel or oxygen,
fuel but not oxygen fuel|oxygen which might not be so good but you can never be completely safe!
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Here are some answers and scores for a question What does a rocket burn?.
oxygen*fuel with a score 100%
*fuel* with a score 50%
*oxygen* with a score 50%
*air* with a score 40%
* with a score of 0%
The order of the answers is important. The answers are evaluated from 1st to last. When a match is found the process
stops. If no match is found the question is scored wrong and the general response is used. It is a good practice to put a
wild card as the last answer so the evaluation process knows what to do when nothing above it matches.
Without wildcards, the answers are compared exactly, so be careful with your spelling!
Effectively, ANYTHING other than the specific answers mentioned by you will be treated as this option
due to wildcard and will be deemed wrong; itll give 0 marks and show the feedback for a wrong answer.
Here is an example:
What is a rabbit?
answer1: animal
feedback: right
grade: 100%
answer2: mammal
feedback: right
grade: 100%
answer3: vertebrate
feedback: right
grade: 100%
answer4: *
feedback: ouch! that was wrong
grade: none
Remember: you cannot do negative marking in this type and ANYTHING other than your right
answer will be treated as option 4 due to the wildcard and given that feedback and zero marks.
Tip: Prototype your short answer questions to catch common acceptable answers you hadnt thought
of. Start out by creating a few acceptable answers, then include the question in a quiz for no points. Be
sure to tell students you are testing a new question. Once the quiz is over, review students answers
and add their acceptable answers to the list.
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Essay
The essay question type is intended for short answers of a paragraph or two, that one often finds on exams.
For longer essays, the Online text assignment or the Upload a single file assignment are better choices.
Question set-up
Choose a category
Give the question a descriptive name - this allows you to identify it in the question bank.
Enter the question in the question text field
Select an image to display if you want to add a picture to the question. For the student, it appears
immediately after the question text.
Set the default question grade (i.e. the maximum number of marks for this question).
Add General Feedback if required. This is text that appears to the student after the question is graded.
Set an input box size to indicate the length of answer expected.
Allow attachments if required.
Add information for graders as appropriate.
Click Save changes to add the question to the category.
Question grading
The essay question will not be assigned a grade until it has been reviewed by a
teacher and manually graded. Until that happens, the students grade will be 0.
To grade a students answer in a quiz, follow the manual grading link under quiz results
in the navigation block. When manually grading an essay question, the grader is able to
enter a custom comment in response to the essay and assign a score for the essay.
Numerical
From the student perspective, a numerical question looks just like a short-answer
question. The difference is that numerical answers are allowed to have an accepted
error. This allows a fixed range of answers to be evaluated as one answer.
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Text answers are no longer allowed - ShortAnswer question type should be used instead.
Question set-up
In Quiz or Question bank
Select the question category
Give the question a descriptive name - this allows you to identify it in the question bank.
Enter a question in the question text field. This can include an equation - E-Learnining Software has a couple
of text filters that allow you to type an equation and have it properly typeset when displayed. The Algebra filter
is very good for writing common mathematical expressions in a simple way. More complicated expressions
may be written using the TeX filter. Filters contain information for administrators on how to enable these filters.
Alternatively, select an image to display if you want to add a picture to the question.
Select an image to display if you want to add a picture to the question. For the student, it appears
immediately after the question text and before the choices.
Set the default question grade (i.e. the maximum number of marks for this question).
Set the Penalty factor (see Penalty factor below).
Add general feedback. This is text that appears to the student after he/she has answered the question.
Now enter the first accepted answer(s). Note: Floating point numbers, e.g. 23.4, may also be written as 23,4 or 2.34E+1.
Enter an accepted error for this answer. This is the range above or below the answer that E-Learnining Software will
accept as a match. For example, if the correct answer is 5, but you will accept 4 or 6 as answers, your accepted
error is 1.
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Penalty factor
The penalty factor only applies when the question is used in a quiz using adaptive mode - i.e. where the
student is allowed multiple attempts at a question even within the same attempt at the quiz. If the penalty
factor is more than 0, then the student will lose that proportion of the maximum grade upon each
successive attempt. For example, if the default question grade is 10, and the penalty factor is 0.2, then
each successive attempt after the first one will incur a penalty of 0.2 x 10 = 2 points.
Description
A Description question page simply shows some text (and possibly graphics)
without requiring an answer. It is more of a label than a question type.
TIP: When shuffling questions is turned off, this type of page can
provide information to be used with a following group of questions.
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Quiz activity
Creating a new quiz is a two-step process. In the first step, you create the quiz activity and
set its options which specify the rules for interacting with the quiz. In the second step you
add questions to the quiz. This page describes the options you can set for the quiz activity.
QUIZ ADMINISTRATION
To create a quiz, choose Add an activity or resource > Quiz, (or, if you dont have this link, use the dropdown Add an
activity>Quiz). You will be offered the following settings, which can be changed later in the Edit Settings link of the
Quiz administration settings block. All settings may expanded by clicking the Expand all link top right.
General
General settings
expanded by default
Name
This is the standard name
field. This name will
appear on the home page
of the course, navigation
menu and other places
which will show or provide
Description
Describe the purpose of the glossary and provide instructions or background information, links etc. Click
Show editing tools to display the rich text editor, and drag the bottom right of the text box out to expand it.
Timing
(These settings are
collapsed by default)
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Note: You can make the quiz available at different times for different groups or users in
the Group or User override sections of the Quiz Administration settings block.
Time limit
By default, quizzes do not have a time limit, which allows students as much time as they need to complete the quiz. If
you do specify a time limit, several things are done to try and ensure that quizzes are completed within that time:
When the timer has run out, the quiz is submitted automatically with
whatever answers have been filled in so far
If a student manages to cheat and goes over the allotted time, no marks are
awarded for any answers entered after the time ran out
Note: You can make the quiz available last a different period of time for different groups or users
in the Group or User override sections of the Quiz Administration settings block (see below).
Timing options
If you select there is a grace period... then you can check the box to enable the Submission grace
period and specify a period of time during which learners may still submit the quiz after the time is up.
Same situation as above but with a 120 second delay: The submission is rejected.
The delay is not because of server load but because the student found a way to cheat the timer. E-Learnining Software
cannot know what causes a delay.The behaviour is controlled by the admin setting(quiz | graceperiodmin), 60 seconds by
default.
A student is a member of 3 groups,all of which have different override settings. Which limits will apply to this student? If
there is any user-specific override, then that is used, and the group overrides for that setting are not used at all. Otherwise,
if there are multiple group overrides, the most generous values are used (the earliest open date, the latest close date, the
longest time limit, the most number of attempts, and the student can type any of the passwords).
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Grade
These settings are collapsed by default.
Grade category
If you have categories in your grade book, select the one you wish the quiz to be in here.
Attempts allowed
Students may be allowed to have multiple attempts at a quiz. This can help make the process of taking
the quiz more of an educational activity rather than simply an assessment. If the quiz is randomized then
the student will get a new version for each attempt. This is useful for practice purposes.
Note: You can change the allowed number of attempts for different groups or users in
the Group or User override sections of the Quiz Administration settings block.
Grading method
When multiple attempts are allowed, there are different ways you
can use the grades to calculate the students final grade for the quiz.
Highest grade - the final grade is the highest (best) grade in any attempt
Average grade - the final grade is the average (simple mean) grade of all attempts
First grade - the final grade is the grade earned on the first attempt (other attempts are ignored)
Last grade - the final grade is the grade earned on the most recent attempt only..
Layout
These settings are collapsed by default.
Question order
If Shuffled randomly is selected, then the order of questions in the quiz will be randomly shuffled each time a student
starts a new attempt at the quiz. The intention is to make it a little harder for students to copy from each other.
New page
For longer quizzes it makes sense to stretch the quiz over several pages by limiting the number of questions per
page. When adding questions to the quiz, page breaks will automatically be inserted according to the setting you
choose here. However, you will also be able to move page breaks around by hand later on the editing page.
Note that changing this setting has no effect on questions you have already added to the quiz. The setting
will only apply to questions you add subsequently. To change the page breaks in an existing quiz, you need to
go to the quiz editing screen, tick the Show page breaks checkbox, then use the repaginate control.
Navigation method
(available by clicking Show More) By choosing Sequential instead of Free, the teacher is forcing the student to progress
through the questions in order without being able to go back to a previous question or skip to a later one.
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Question behaviour
These settings are collapsed by default.
Note: There is also an option Manual grading which can be enabled from Administration>Site
administration>Plugins>Question behaviour. This causes all questions in the quiz to require manual grading.
Certainty-based marking
When a student answers a question they also have to state how sure they are of the answer: not very (less than
67%); fairly (more than 67%) or very (more than 80%). Their grading is then adjusted according to how certain
they are, which means that for example if they answered correctly but were only guessing, their mark is adjusted
from 1 to 0.33. If they answered wrongly but were very sure, their mark is adjusted from 0 to -2.
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Review options
These settings are collapsed by default.
This section controls what information students will be shown
when they review their past attempts at the quiz, and during
the attempt in adaptive mode. It is a matrix with check boxes.
The attempt
Will show how the student responded to each question.
Whether correct
Displays whether the students response to each question is correct or incorrect.
Marks
Reveals the marks awarded to the student and the grade for the quiz.
Specific feedback
Will show the feedback for the response to the answer as set when adding the question to the quiz.
Each response to a question can have feedback for both correct and incorrect answers.
General feedback
Displays the general feedback for the whole question as set when adding the question to the quiz. You can
use the general feedback to give students some background to what knowledge the question was testing.
Right answer
Reveals the correct answer to each question, whether the student answered correctly or not (See note below).
Overall feedback
Displays feedback for the entire quiz as set in the quiz settings (See note below).
For each of the above items, you can determine the timeframe when the students will see them:
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Tip: Checking any of the boxes in the timeframe row will reveal the test to the student. For example, to
allow students to see their quiz immediately after taking it but not later, make sure none of the boxes in
Later or After rows are checked. The student will be able to see their grade but not get into the quiz.
Note: Currently, the Answers display is a bit inconsistent between different question
types. For example, the matching question type shows students which of their responses
are correct, but does not tell them the right answer for the ones they got wrong. The short
answer and multiple choices question types do tell the student what the correct answer is.
Display
These settings are collapsed by default.
Require password
This field is optional.
If you specify a password in here then participants must enter the same password before they are allowed
to make an attempt on the quiz. This is useful to give only a selected group of students access to the quiz.
There are three types of numbers you can use (you can not use text based domain names like example.com):
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Full IP addresses, such as 192.168.10.1 which will match a single computer (or proxy).
Partial addresses, such as 192.168 which will match anything starting with those numbers.
CIDR notation, such as 231.54.211.0/20 which allows you to specify more detailed
subnets. Spaces are ignored.
Browser security
This is by default an advanced field, visible by clicking Show advanced.
The options in this section offer various ways to try to restrict how students may try to cheat while attempting a quiz.
However, this is not a simple issue, and what in one situation is considered cheating may, in another situation, just be
effective use of information technology. (For example, the ability to quickly find answers using a search engine.)
Note also that this is not just at problem of technology with a technical solution. Cheating has been
going on since long before computers, and while computers make certain actions, like copy and paste,
easier, they also make it easier for teachers to detect cheating - for example using the quiz reports. The
options provided here are not fool-proof, and while they do make some forms of cheating harder for
students, they also make it more inconvenient for students to attempt the quizzes, and they are not foolproof.
The quiz will only start if the student has a JavaScript-enabled web-browser.
The quiz appears in a full-screen popup window that covers all the
other windows and has no course navigation controls.
Student view of quiz question with full screen popup.
The students are prevented, as far as is possible,
from using facilities like copy and paste.
This setting does not work well with the MyMobile theme
for mobile devices included in the standard installation. In
particular, quiz time limits do not function correctly.
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Overall feedback
These settings are collapsed by default.
Overall feedback is shown to a student after they have completed an
attempt at the quiz. The text that is shown can depend on the grade
the student got. Click Show editing tools to display the rich text
editor, and drag the bottom right of the text box out to expand it.
Note that the maximum and minimum grade boundaries (100% and 0%) are set automatically.
You can set as many or as few grade boundaries as you wish. The form allows you up to 5
ranges at first, but you can add more by clicking the Add 3 fields to form button underneath.
If youre getting confusing error messages about a boundary being out of sequence (when its
obviously *in* sequence), or boundaries must be between 0% and 100% (and they are) -check that the Maximum Grade for this quiz is set to something greater than zero.
Group overrides
To change a quiz setting for a particular group, click the add
group override button in Quiz Administration>Group overrides,
make the changes you wish and save or enter another override.
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User overrides
To change a quiz setting for a particular user or users, click the
add user override button in Quiz Administration>Group overrides,
make the changes you wish and save or enter another override.
The quiz module has additional settings which may be changed by an administrator in
Administration > Site administration > Plugins > Activity modules > Quiz.
Autosave period (from E-Learnining Software 2.5) If enabled, student responses will be saved every minute/two
minutes/five minutes (according to selection). This is useful, because students dont lose work, but it does increase the load
on the server.
BUILDING A QUIZ
Once you have completed the quiz administration, you can add questions from a number of locations.
Add a question
Click the Add question button to begin a new question (1 below)
Click Show (2a) to reveal the contents of the question bank (2b) and then choose a pre-made
question or click Create new question (3)
Click Add a random question to add a random question, providing there are questions in the question bank already.
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Note that when a question has been created, an icon and words display its type (eg
multiple choice) and a magnifying glass icon allows you to preview it.
Adding a
random
question
As
long
as
you
have
ques
tions
in
the
ques
tion
bank
, you
can
add
rand
om
que
stio
ns
to
your
quiz.
This
migh
t be
useful if you have students in a class taking a quiz at the same time, because they are unlikely to get the same
questions at the same time. The same question will never appear twice in a quiz. If you include several random
questions then different questions will always be chosen for each of them. If you mix random questions with nonrandom questions then the random questions will be chosen so that they do not duplicate one of the non-random
questions. This does imply that you need to provide enough questions in the category from which
the random questions are chosen, otherwise the student will be shown a friendly error message. The more
questions you provide the more likely it will be that students get different questions on each attempt.
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The grade for the randomly chosen question will be rescaled so that the
maximum grade is what you have chosen as the grade for the random question.
You can add one or more random questions by choosing the number and category in
the question bank. Note the die icon to highlight random question selection.
Quiz layout
You can choose in Settings>Quiz administration>Edit settings>Layout whether to have a new page for every
question or after a certain number of questions.
You can click the Add a page here button to add a page at selected intervals and move questions up and
down by clicking the arrow button.
You can also set the pages by clicking the tab Order and paging on
the Edit quiz screen.
Questions may be moved up and down with the arrows, or you can
check the boxes to their left and then click reorder questions
You can check a box to select a question and then click Add new
pages after selected questions
You can repaginate by setting the number of questions per page. After
setting the number of questions per page, you can move questions so that
there are a different number of questions on each page.
Rpaginating
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Tip: Each save button is independent of each other. Thus if you change 2 grade boxes and click on
the Save button, only the grade next to that button will be saved. Your other changes will revert to
what they were before. Best practice is to change the grade and save one question at a time.
The quiz module will do any maths, so for example, a 2 point question will be worth 2 times
more when the Quiz module determines how many point out of 10 to award the student.
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Manual Grading
The manual grading report may be viewed by clicking the quiz in question and
then accessing Administration> Quiz administration >Results > Manual grading
The first screen of the report lists all the questions in the quiz that need to be, or have been, manually
graded (for example essay questions) with the number of attempts. There is an option to also show the
questions that have been automatically graded, which is useful if you ever need to edit the grades by hand.
a smaller subject quiz. It can be very important do something about bad or invalid questions in a question
category when the categories are use in other places.
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QUIZ REPORTS
Grades report
The quiz grades report may be viewed by clicking on the quiz and accessing
Administration > Quiz administration >Results > Grades.
It shows all the students quiz attempts, with the overall grade, and the grade for each question.
There are links to review all the details of a students attempt, just as the student would see it.
Deleting attempts
The grading report can be used to delete selected quiz attempts, which may sometimes be necessary.
Note that you cannot edit the quiz after it has been attempted, so
that is one reason you may wish to delete all attempts.
Re-grading attempts
The grading report allows the teacher to select quiz attempts that need to be re-graded. The teacher can dry-run a regrade. That is, see which scores would change if you did a real re-grade, but without actually updating the grades yet.
Warning: This function does not touch automatically graded questions. If you have
accidently set Question behaviour to Manual grading, then all questions, even those
usually set to automatically grade will not be automatically graded. Changing this setting to
something like Deferred feedback, and them clicking Re-grade will NOT change the state of
the ungraded Multi-choice questions etc. You need to manually grade all the questions.
Report options
Which students/attempts
Whether to show the individual question grades
How many attempts per page
Report columns
First name / Surname
Started on - the date and time quiz was started
Completed - the date and time completed
Time taken - the amount of time it took the student to start and submit the quiz
Grade/x - the number of points students scored; x is the maximum number of points
Feedback - any feedback remarks
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Display options
Show / download options:
Participants who have attempted the quiz
Participants who have not attempted the quiz
All attempts - list all the students in the course, no matter if they took the quiz or not
All Participants who have or have not attempted the quiz
Report preferences
Page size
Show/download marks for each question
Tip: To sort the results by two columns, first click on the column heading you want to be the
second key, and then click on the column heading you want to be the primary key.
Responses report
The quiz responses report may be viewed by clicking on the quiz and then accessing
Administration > Quiz administration> Results > Responses
The quiz responses report allows the teacher to see a table of answers for a quiz, with a row for each student. For
example, it is possible to scroll down and see each students answer to the same question. Here are some examples:
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Preferences
Statistics report
The quiz statistics report may be viewed by clicking on the quiz and then accessing
Administration > Quiz administration> Results > Statistics
This report gives a statistical (psychometric) analysis of the quiz, and the questions within it. The
top section of this report gives a summary of the whole quiz. The next section gives an analysis
showing all questions in a table format. There are links in this section to edit individual questions
or drill down into a detailed analysis of a particular question. The last section of this report is a bar
graph of the percentage of correct answers (Facility index) and the Discriminative efficiency index.
The full report (overview and detailed analysis of all questions) can be
downloaded in a variety of formats, as can the quiz structure analysis table.
Quiz information
This section gives some basic information about the test as a whole. You will see:
Quiz name
Course name
Open and close dates (if applicable)
Total number of first/graded attempts
Average grade for first/all attempts
Median grade
Standard deviation of grades
Coefficient of internal consistency, sometimes called Cronbach Alpha. This is a measure of whether all the
items in the quiz are testing basically the same thing. Thus it measures the consistency of the text, which is a
lower bound for the validity. Higher numbers here are better.
Error ratio - the variation in the grades comes from two sources. First some students are better than others at
what is being tested, and second there is some random variation. We hope that the quiz grades will largely be
determined by the students ability, and that random variation will be minimised. The error ratio estimates how
much of the variation is random, and so lower is better.
Standard error - this is derived from the error ratio, and is a measure of how much random variation there is
in each test grade. So, if the Standard error is 10%, and a student scored 60%, then their real ability
probably lies somewhere between 50% and 70%.
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When quiz questions are randomized for each quiz, the quiz module determines a default position.
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Question information- The basic information about the question, the name of the quiz, the question, the
question type, the position in the quiz and the question itself. There are preview and edit icons in this page.
Question statistics - This repeats the information from the table row from the Quiz structure analysis that
relates to this question.
Report options - You can choose whether to run the report on all attempts, or just the first attempt by each
student. Some of the calculations used in the report are based on assumptions that may not apply to quizzes
that allow more than one attempt.
Tip: Computing the statistics takes some time. The report will store the computed
values and re-use them for up to 15 minutes. Therefore, there is a display of how
recently the statistics were calculated, with a button to recalculate them immediately.
Individual question page preferences
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SCORM activity
SCORM (Sharable Content Object Reference Model) is a collection of specifications that enable interoperability,
accessibility and reusability of web-based learning content. SCORM content can be delivered to learners
via any SCORM-compliant Learning Management System (LMS) using the same version of SCORM.
The E-Learnining Software SCORM module enables you (the teacher) to upload any SCORM or
AICC package to include in your course. SCORM 1.2 is supported in E-Learnining Software but
SCORM 2004 is not.
Note: E-Learnining Software does not generate SCORM content. E-Learnining Software
presents the content of SCORM packages to learners, and saves data from learner
interactions with the SCORM package.
Quick method:
Click the Turn editing on button at the top right of the course page
Drag and drop the SCORM package zip file onto the course section where youd like it to appear
Answer Add a SCORM package to the popup dialogue asking what you want to do with the zip file then
click the upload button
If necessary, edit the title of the file by clicking the pencil icon, or edit other options (see below) by clicking the
editing icon
Longer method:
Click the Turn editing on button at the top right of the course page
Click the Add an activity or resource link in the section you wish to add your SCORM package, then in
the activity chooser, select SCORM package then click the Add button (or select SCORM package from
the Add an activity dropdown menu)
Enter a name and a description (which may be required or optional according to the admin settings)
Either drag and drop a SCORM package zip file into the box with an arrow or click the Add button to open the File
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COURSE SETTINGS
General
General settings expanded by default
Name
Whatever you type here will
form the link learners click on to
access the SCORM package,
so it is helpful to give it a name
that suggests its purpose.
Description
Add a description of your
SCORM activity here. Click
Show editing tools to
display the rich text editor,
and drag the bottom right of
the text box out to expand it.
Package
This setting determines what SCORM package is used by this SCORM activity. To select the SCORM package, first
select the Choose button to launch the File picker or drag and drop your SCORM package into the box as below:
Package settings are
expanded by default
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Note: The settings (Type, URL and Auto-update frequency) are only
available when configured globally. See Administration settings below.
Appearance
These settings are collapsed by default.
Display package
Choose from current or new window. Note
that if you choose a new window, students
need to ensure pop ups are enabled.
Display course
structure on entry page
If this is enabled then the table of contents
of the package will be displayed when the
students clicks to access the package.
Width
Stage size width as a css value, either %
or pixels. Default is 100%. You can change
to a different percentage by putting a %
symbol after the number (ex. 80%). You
can also set to a pixels value by entering a
number higher than 100 (ex. 800).
Height
Stage size height as a css value, either % or pixels. Default is 500 pixels. You can change to a percentage by putting a %
symbol after the number (ex. 80%). You can also set to a pixels value by entering a number higher than 100 (ex. 800).
Options
There is a series of check boxes for:Allow the window to be resized ad scrolled,
displaying directory links, location bar, menu bar, toolbar and/or status.
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activity will be hidden. The student can choose to preview (browse mode) the activity or attempt it in the normal
mode. When a Learning Object is completed in preview (browse) mode, its marked with browsed icon
Availability
These settings are
collapsed by default.
Choose here the
dates you wish the
SCORM package
to be available
to students.
Grade
These settings are collapsed by default
Grading method
Learning Objects - This mode shows the number of completed/passed Learning Objects for the activity. The
max value is the number of Packages Learning Objects. Tip: If your SCORM package does report
cmi.core.lesson_status, and does not report cmi.core.score.raw, then you should use this setting.
Highest grade - The grade page will display the highest score obtained by users in all passed Learning
Objects. Tip: If your SCORM package does report cmi.core.score.raw, and does not report
cmi.core.lesson_status, then you should use this setting, Average grade, or Sum grade.
Average grade - If you choose this mode E-Learnining Software will calculate the average of all scores.
Sum grade - With this mode all the scores will be added.
Maximum grade
Not applicable if Grading Method is Learning objects. Usual setting is 100. If your SCO s high score is
something other than 100, you should adjust this value appropriately. When grading Method is one of
the score settings, then the gradebook grade is package score divided by this number.
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Attempts management
These settings are collapsed by default.
Number of attempts
Defines the number of attempts permitted to users.
It works only with SCORM 1.2 and AICC packages.
Attempts grading
When you permit multiple attempts for students, you can choose how to
record the result in gradebook by first, last, average or highest settings.
Display attempt status - If enabled, scores and grades for attempts are displayed on the SCORM
outline page. This setting makes the block display more info to the user on the entry page to the
SCORM and in the course overview block - if you turn it off it will display less info. This setting is
helpful when debugging grading issues - working out why a user got a certain grade.
Compatibility settings
These settings are collapsed by default.
Force completed
If this is enabled then the status of the current attempt is set to
complete. Note that this only applies to SCORM 1.2 packages
and is useful if the SCORM package does not handle revisiting
an attempt correctly, in review or browse mode,
Auto-Continue
If Auto-continue is set to Yes, when a Learning Object calls the close communication method, the next available
Learning Object is launched automatically. If it is set to No, the users must use the Continue button to go on.
Tip:
Auto-Continue will only to move from one SCORM to the next in the same topic.
Auto-update frequency
If not using a standard SCORM package uploaded using the filepicker and the SCORM package is
hosted outside your E-Learnining Software installation the option to auto-update the package will be
available - you can elect to have the package updated on every entry to the package or daily via the
E-Learnining Software cron.
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Restrict access
These settings will be available if Conditional activities are enabled.
Save settings
As in most activities there are 3 save button choices:
Cancel, Save and return to course and Save changes.
The Save changes button will take the teacher back to the SCORM stage page.
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Auto-update frequency
If not using a standard SCORM package uploaded using the filepicker and the SCORM package is
hosted outside your E-Learnining Software installation the option to auto-update the package will be
available - you can elect to have the package updated on every entry to the package or daily via the
E-Learnining Software cron.
Synchronization time
Enable external package type
If selected, this presents a text field to paste a URL to a remote imsmanifest.xml (in an unzipped remote SCORM package),
as well as the file picker option provided by default. Note that the content is played from the designated location, and not
unpacked into the E-Learnining Software file system. So if the base url is different from your E-Learnining Software url then
browser security will block cross-domain communication and no grades/tracking information will be passed back to ELearnining Software.
Activate API debug and tracing (set the capture mask with apidebugmask)
This turns on debugging for SCORM activities. In E-Learnining
Software 2 you no longer have to also turn on debugging in the
developer options.
USING SCORM
Like a E-Learnining Software course, each SCORM package will vary with the modules used
in its construction by the teacher and by the SCORM activity settings established by the
teacher.
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SCORM reports
A teacher can access 3 report types for the SCORM activity via the reports tab:
Basic report
Graph report (new in E-Learnining Software 2.3)
Interactions report
Basic report
The basic report page shows a table of attempts for the SCORM activity. If you have the SCORM
activity set up to allow multiple attempts, there may be more than one attempt for some users.
Selected attempts may be deleted by ticking the checkboxes then clicking the Delete selected attempts button.
A detailed report of each users attempts may be obtained by clicking on the number in the attempts column. The
track details link provides information on specific SCORM values recorded in E-Learnining Software by the
SCORM object.
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Note that the tracked details depend heavily upon what the SCORM object itself is
programmed to report. Many SCORM packages created with authoring suites use
the suspend_data field to record important information, instead of the traditional
SCORM values. This makes deciphering the recorded data extremely difficult.
Graph report
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The graph report displays graphs of percentage obtained against number of participants.
If you do not know what your SCOs are reporting to the LMS, then run them through to completion with debugging on.
Much of the way SCORM objects are graded is controlled inside the SCORM Authoring process
before it is packaged for use in E-Learnining Software. Make sure all your grading settings are set
correctly.
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Wiki activity
ADDING A WIKI
With the editing turned on, in the section you wish to add your wiki, click the Add an activity
or resource link (or, if not present, the Add an activity drop down menu )and choose Wiki.
This will take you to the wiki settings page titled Adding a new wiki. All
settings may expanded by clicking the Expand all link top right.
In an existing wiki, the wiki settings can be found in Administration > Wiki administration > Edit settings.
General
(General settings are
expanded by default)
Wiki name
The name you give to your
wiki here will appear as the
link on the course page for
your students to click.
Wiki description
Explain the purpose of
your wiki here. (This
description may or may not
be compulsory depending
on your admins settings.)
Display description
on course page
If this box is checked, then the description you added above will appear with the wiki link on the course page.
Wiki mode
Either Individual wiki where each student gets their own. Only the
student and the teacher, or non-editing teacher can see or use that wiki.
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Format
(These settings are collapsed by default)
Default format
Set the default type of editing your wiki will use. Choose from
HTML - editing using the normal text editor
Creole - a popular wiki editing language.
If this is selected, a small editing toolbar will appear.
Force format
If you check this box then students cannot choose their own method of editing the wiki.
Once the wiki is set up, a user will click the link and reach this screen:
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Tip If you use the New option from the navigation block you will still need to copy and
paste the name of the new page onto the immediate parent page and surround it with
double brackets. This creates a link to your new page and makes it accessible from the
main Wiki page. Otherwise nobody will recognise the so called lost new page.
View
The View tab at the top or link in the navigation block allows users to display and view the wiki page.
Edit
The Edit tab at the top or link in the navigation block allows users to edit the wiki page.
Comments
The Comments tab at the top or link in the navigation block allows users to see and add comments about the wiki.
History
The History tab at the top or link in the navigation block allows users to see what has been altered in the wiki.
Compare edits by clicking the Compare Selected button.
Click the Restore button of the version you wish to restore if the latest edit is unsuitable:
Map
The Map tab at the top or link in the navigation block allows users to view areas of the wiki such as a list of pages (as in
the following screenshot), updated or orphaned pages etc. (Orphaned pages are pages not linked to anywhere.)
To select what you want to see, click the Map menu dropdown box.
Files
The Files tab at the top or link in the navigation block allows
users to access any files which have been added to the wiki.
By default, the Teacher role can add and manage files to the Files tab, but the Student
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role can only view them. You could change this though with a permissions override
to the Manage wiki files capability (mod/wiki:managefiles) in any particular wiki.
Administration
The Administration tab at the top or link in the navigation block is available to editing teachers
in the course so they can delete page versions or selected pages. Clicking the list all button
will list available pages to delete. The first page of the wiki cannot be deleted.
Deleting pages
Teachers and other users with the mod/wiki:managewiki capability can delete any
page or page version, with the exception of the first page, via the Administration link in
the navigation block or the Administration tab. See the section Administration above.
Mark-up language
You miss all the formatting you know from other E-Learnining Software
activities? Thats because the wiki-type of your wiki is e.g. nwiki. See Nwiki
mark-up
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Conditional
activity and
Restricting access
CONDITIONAL ACTIVITIES
Conditional activities enable teachers to restrict the availability of any activity or even a course
section (in E-Learnining Software 2.3 onwards) according to certain conditions such as dates,
grade obtained, or activity completion. When it is enabled by the administrator, a Restrict
access setting appears in the settings of activities or resources and also when editing a course
section.
A restrict access section will then appear for teachers on the edit activity page.
Restricting access
The restrict access section asks for the conditions
when the activity (or resource) should be visible.
This can be based upon dates, and/or score ranges
of other activities and/or if other activities are
considered completed (see Activity completion).
Note that ALL access restrictions (date, grade condition,
activity completion condition) have to be met in order for
the activity to be made available and that access may be
restricted to an actual time and not just a date.
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Grade condition
You can specify a condition on any grade in the course: the full course grade, the grade for any activity, or a
custom grade that you create manually. You can enter either a minimum value (at least percentage), or a
maximum value (less than percentage), or both, or neither. The activity will only appear if the student has a
value for the specified grade, and if it falls within any specified number range. You can add more than one
grade condition. All conditions must be met in order for the activity to appear.
The range numbers can be fractional (with up to five decimal places) if necessary.
Be careful with the maximum value; if the maximum is 7, a student who scores exactly 7 will not see the
activity. You could set it to 7.01 if you really wanted to include 7.
If creating several different activities that appear according to grade ranges, use the same number for the maximum of
one activity, and the minimum of the next. For example, you might create one activity with a maximum of 7 and another
with a minimum of 7. The first would appear to everyone scoring between 0 and 6.99999, and the second would appear
to everyone scoring 7.00000 to 10. This guarantees that everyone with a grade will see one or other.
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Activity logs
and Reports
COURSE ACTIVITY LOG
A teacher or non-editing teacher can generate a log of activity in the
course in Administration> Course administration>Reports > Logs.
To generate a log, select any combination of group, student, date,
activity and actions, then click the Get these logs button.
You can see what pages a student
accessed, the time and date they
accessed it, the IP address they
came from, and their actions (view,
add, update, delete).
Note: The log report page contains active links enabling you to access a students profile page or a
particular page that the student viewed. The IP address link provides an estimate of a students location.
An activity report is computed from the courses start date (in the course settings).
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Note: The length of time that the activity report covers is determined by the site administrator using the
loglifetime setting in Administration > Site administration > Courses > Backups > General backup defaults.
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Notes:
In a course participation report, the Activity selector will offer all the resources and activities contained in a course.
An on-screen definition is given for View and Post for the selected Activity type. For example:
Forum View: View Discussion, Search, Forum, Forums, Subscribers
Forum Post: Add Discussion, Add Post, Delete Discussion, Delete Post, Move Discussion, Prune Post, Update Post
An extremely useful feature of the participation report is the option to send a message to all students who have
not completed a certain action. Other options with selected users are to add a note or extend enrolment.
Managers, teachers and non-editing teachers can view Activity Completion information
from Administration> Course administration> Reports > Activity completion.
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Todays logs
All logs
Outline report (most useful, quick glance reference in course sections,
what was viewed, how often, most recent view, along with grades for
completed activities)
Complete report (includes contributions to forums, chat and glossaries).
Statistics when enabled by administrator.
Grade
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